It was once the voice! Promotion of child vocal health in school


It was once the voice! Promotion of child vocal health in school 


COUTINHO, A.T.Q1; ARAÚJO, A.N.B1; FARIAS, J.M1; MOURA, K.I.S1; SILVA, R.F1

Federal University of Pernambuco


Research Journal of Pharmacology and Pharmacy-2d Code

The voice is an important means of oral communication of the child, being one of the first ways of interacting with the world through tears, laughter and babble. Through the voice, the very young child can express different intentions as pain, anger, fear, joy, sadness, or emotional states that reveal how the child is feeling. The way the child uses his voice usually is modified as the environment and interactional context in which it operates. An issue that really concerns noisy environments that can generate in the child’s voice intensity increase leading to increased vocal effort at the time of communication. Another factor that may be harmful to the child’s voice production is the practice of imitating animals, or even cartoon characters. This is because they are enchanted by the characters, there is an identification and often the desire to be like them. However, this practice leads to a change of its natural pattern of vocal production and may cause vocal alterations of functional order. Such vocal habits produced by children inappropriately may have direct implications for the production of voice causing develop cadres of childhood dysphonia, disorder that impairs the use of voice in the communication process. The school is a space conducive to conducting health promotion and maintenance actions, since the child is placed in a group living, spends a lot of time inserted in this context, as well as the wealth of experience and possible opportunities at school. This can also be a factor for actions at school, because it enables attitudinal changes in children from the reflect and learn. Game approaches involving games and stories can be interesting as strategies in programs to promote children’s vocal health. Children are sensitive to these approaches, with high adhesion. When a child hears a story it makes possible an identification with the characters, with the plot, and she begins to experience the web, often identifying with the challenges and conflicts of narratives. However, this project aimed to use storytelling as a resource for appropriation of healthy behaviors in the use of voice in children. This project, children from kindergarten of the institution Lar Fabiano de Cristo, located in the city of Recife-PE, located in the district of Várzea. 10 meetings were held with children storytelling to the stories. The stories explored are rich in detail, plot conflicts, challenges and enchantment, as well as the theme vocal health. So some of the selected stories were: Rita, does not scream! The great festival of the cicadas, the macaw singer, and Where is the voice of the Rooster Garnizé? At first, the children heard the story, being urged to reflect on the facts narrated, position yourself on the present conflicts and possible solutions and imagine its outcome. At the end of that time, I was asked the kids recontassem history. The storytelling took place in two school classrooms in the presence of the teachers in charge of classes. At the end of each meeting were held with the target audience, several fixing activities such as drawings painting, puppets and activities which contained vocal exercises as a support resource for exploring the contents of the story. In addition to the evaluation, which was carried out continuously recorded on video recording of the moments tale and retelling. From the intervention was possible to observe a good involvement and acceptance of stories by children, since they were very interested, they could recount all the stories and the appropriation of stories because every meeting brought reports that showed some attitudes taken on a daily basis such as: “We are making silence and taking water, as did the rooster Garnizé!”; “I did not scream more with my classmate!”; “I just quietly singing now, I do not want hoarse like the macaw singer”. So, it was observed that the stories have awakened in children the identification, reflection and projection of them on vocals thematic model, and these contributed significantly to children repenssassem their use of his voice. Speech therapists in health promotion of objective child not only detect changes in oral and written language, but give possibilities for optimizing the student’s development, ie contribute to positive and effective conditions are created so that the capacities each can be exploited to the fullest, whether at school, with the family or other activities performed by children in the community. Overall, the children are not always aware of the nature of your problem or even that his voice is changed. The challenge, then, is to make complex and abstract concepts are internalized and learned effectively eliminating harmful vocal habits. Stories with cognitive cues are a potential approach to vocal treatment, favoring thought patterns that lead to changing the speaker’s voice. New educational practices in vocal health were achieved guided by dialogue between the university and the community and the exchange of academic knowledge / scientific and community/popular, proving to be consistent with the proposal of Health Promotion. In this sense, take the perspective of health promotion involves a comprehensive and positive view of health, applied to people’s lives and related to quality of life; and such design must be contextualized in practice that, in spite of giving the individual / clinical setting or in the collective /community, are guided by educational activities of dialogical features, democratic, participants problem-solving and transformative. When it comes to the school environment, health promotion can give yourself from the project Healthy School or Health Promoting School; ie part is an integral vision of the human being, health and education, to actively promote interpersonal relationships, social inclusion, learning, participation, creativity, critical thinking, self-esteem, autonomy, well-being, health, and improve the quality of life of students, school community and its surroundings; and to promote children perform in daily life, healthy choices, aware and responsible. The work contributed as a way of promoting vocal health of children, thinking of the tale and retelling stories which referred to issues related to voice in a playful manner, as feature rich possibilities to internalize abstract concepts by the child, providing as well as pleasant moments, moments of reflection and orientation.

Keywords: Voice; Dysphonia; Storytelling.

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