Course work: Voice disorders in children. Voice disorders. Prevention of voice disorders Prevention of voice disorders in children and adults
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Alla Kolesnikova
Prevention of voice disorders in preschool children
We present to your attention the project (designed for 2 academic years) on topic: « Prevention of voice disorders in preschoolers» .
Voice disorder quite common speech pathology in children. It is known that voice disorder can act as an independent violation, and be included in the structure of other complex speech defects - dysarthria, rhinolalia.
Quality vote, possession skills voice have a great influence on such characteristics of oral speech as tempo, melody, verbal and logical stress. Voice determines expressiveness, intonation, and intelligibility of oral speech. All this undoubtedly affects the learning process in the future. children at school.
In this connection, there is a need to develop comprehensive measures for, which explains the relevance of the study.
The relevance of the topic of this study determined the purpose and objectives research:
The purpose of this work is: study the features of formation voices in older preschoolers and offer preventive measures for the protection and development of children vote.
Subject of study:– preventive work on the development of vocal capabilities in children of senior preschool age.
Research objectives following:
1. Study theoretical sources on the research problem and assess its state at the present stage.
3. Develop directions for comprehensive work on prevention of voice disorders in preschool children, on the development of their basic qualities.
Main stages and methods of research
Study and analysis of theoretical sources on this problem, as well as assessment of its state at the present stage
Using observation and conducting conversations in conditions of free communication and in specially organized classes.
Conducting a confirmatory experiment.
Carrying out quantitative and qualitative analysis of the obtained data.
The problem of formation and development vote considered by scientists of various specialties: linguists, psycholinguists, speech therapists, phoniatrists, teachers of the deaf. We can highlight the works of Almazova E. S., Wilson D., Dmitriev L. B., Ermakova I. I., Zhinkin N. I., Lavrova E. V., Maksimova I. A., Taptapova S. L., Telelyaeva L. M., Khvattseva M. E. and many others.
The ascertaining experiment was carried out in MBDOU No. 18 of a combined type "Ship" Moscow region, Leninsky district.
The study sample consisted of 10 children from the preparatory group (age 6-7 years) .
Diagram. When examined by a phoniatrist it was revealed:
1 child suffers from allergic rhinitis, 1 child suffers from chronic tonsillitis, 2 children suffer from chronic bronchitis. Discovered deviated nasal septum (1 person) and adenoids (1 person).
2. Children with hypertensive disorders – 8 people., or 80.0% of the sample.
At the moment of phonation they observed "creep" one vocal fold to another, slight thickening of the vestibular folds. Among these children one child was found proliferation of adenoids. .
3. Phonasthenia – 1 person. (10,0%) . There are no pathological changes in the larynx. During phonation, a slight gap remained in the form of a straight line along the entire length, which testified about the physiological for this age mechanism of voice formation. The child is healthy in the surrounding areas.
Based on graph data (speech therapy examination) we can say that the pitch Children's voices are impaired in 100.0% of cases. Pathology of the tone range was detected in 80.0% children. Force vote and dynamic range violated in 100,0% children(weak voice, narrowed range). Timbre 90 people have impaired voices,0% children(hoarse, hoarse timbre). Phonation time was reduced in 80.0% children. Violations in the articulatory apparatus (short bridle, malocclusion) – in 30.0% children. Muscle tension in the neck and shoulder girdle associated with voice formation, noted in 60.0% children. Incorrect phonation breathing – 70.0% children
Comprehensive work of specialists prevention of voice disorders in older preschoolers
The blocks are assigned to a specific specialist and interact with each other.
1. Psychotherapy, relaxation.
2. Correction of physiological breathing.
3. Training of the articulatory apparatus.
4. Setting up phonation breathing.
5. Activation of the neuromuscular apparatus of the larynx.
7. Functional training to develop strength, height, tone vote.
8. Consolidation of acquired skills in correct voice guidance(pronouncing coherent texts, vocal exercises).
conclusions:
We believe that comprehensive work on prevention of voice disorders in preschool children, allows you not only to correct voice disorders, but also to increase natural capabilities vote, make him more resilient, which will undoubtedly have a beneficial effect on further successful training children at school.
Publications on the topic:
Prevention of dysgraphia should be carried out as early as possible, from the moment when the child begins to become familiar with the graphic representation of letters.
“Prevention of flat feet in children of primary preschool age.” Prevention of flat feet. (set of exercises) 1. Walking in a circle: - on toes (1 min.) - on heels (1 min.) - on the inside.
Physical education leisure for children of senior preschool age with visual impairments “The Path to the Olympic Dream” Methodological development - physical education leisure for children of senior preschool age with visual impairments "The Path to the Olympic.
Correct speech breathing is the basis of sounding speech. It ensures normal voice and sound production, maintains smoothness and...
Parent meeting in the form of a master class “Prevention of flat feet and poor posture”- Hello, dear parents, my name is Anastasia Igorevna, I am a physical education instructor for your children. We have a master class.
In daily work teachers they have to constantly and actively use the sounding word, as a result of which they experience heavy speech loads. Voice disorders affect approximately. 60 % teachers.
Phonasthenia - functional voice disorder, is professional"disease" persons vocal professions. Manifestations of phonasthenia include the inability to arbitrarily adjust the sound vote(strengthen or weaken, interruption (misfires) and fatigue vote, hoarseness.
The purpose of this article is to describe fluency skills voice based on mixed (thoraco-abdominal) type of breathing that contributes to the development of the best qualities of speech vote: strength, flight, lightness, flexibility, beauty of timbre coloring.
1. Pronounce the consonants K and G slowly 3-4 times in a row, then slowly, silently, almost without opening your mouth, but well opening the throat cavity, pronounce the vowels A, E, O 3-4 times in a row.
2. a) Say slowly, silently, A, E, O, trying to open your throat wider, not your mouth; then repeating (silent) these vowels, tilt head down, until it touches the chest; then tilt it back with a smooth, slow movement head back(continuing to pronounce vowels);
b) tilt head to the right, as if wanting to put it on your shoulder, then gently tilt it head left(in this position silently repeating vowels).
3. "Rinse" exhale through your mouth and throat with air, remembering how this is done when rinsing with water and trying to accurately reproduce these movements;
Second phase: finding your natural, free, familiar under layers of habits vote.
Exercise 1: "Moan"
Stand up straight. Inhale through the nose and, maintaining the basic position, send the exhaled stream on the sound M so as to feel the sound in the upper front teeth.
Exercise 2"Pay attention"
Imagine that you are not feeling well. Attract attention to yourself with a light moan born at the very tips of your lips: “mmm….mmmmmm…mmmm”. When you get used to collecting the sound at one point, focusing it on the tips of your closed lips so as to feel their vibration, you can move on to the next exercise.
Exercise 3"Radiogram"
Try to transmit the desired signal using Morse code. Let it sound like buzzer: “mmm-mum-mum-mum...mum-mmmm...”. Open your lips slightly on a vowel sound "A" and make sure it is short. Send the radiogram again, only now using all the vowels of the main row:"A", "uh", "O", "y", "s", "And". Repeat yours many times call: “mmmmm, mmmmm…. mmmmm….mmmmmm”.
Sound attack
Exercise 1"Solid Attack". Execute exercise to assimilate a solid attack of sound, exclaiming: with feeling scared: “Oh, what horror!”, with a feeling delight: “Oh, how lovely!”.
Exercise 2. "Soft Attack". Execute exercise to assimilate the soft attack of sound. To do this, exclaim with joyful pleasant feeling: “Oh, how good!”, “Oh, how wonderful!”. Sound attack contributes to the development of flexible voiced vote.
Formation of correct posture and prevention of its violations in preschool children Formation of correct posture and prevention of its violations in preschool children. Posture is usually called the habitual pose of a casually standing person.
A healthy spine, correct posture, a well-formed chest, as well as symmetrically and sufficiently developed muscles are not.
A healthy spine, correct posture, a well-formed chest, as well as symmetrically and sufficiently developed muscles are.
Memo for teachers of the second junior group. Prevention of speech disorders. Speech is the most important mental function inherent only to humans. Speech is the basis of the communicative function, which is carried out through.
For various voice disorders, technical means are used at some stages in the rehabilitation training complex - devices “I-2-M”, “VIR-4”, “AIR-2”, Strakhov hearing filters. With the help of these devices, control over the timbre and strength of the voice is improved.
PREVENTION OF VOICE DISORDERS
To prevent various voice disorders, it is very important to protect and educate the voice from early childhood. Every teacher should know that voice development occurs gradually, that the child’s vocal apparatus is still weak and forcing the voice can cause irreparable harm. Shouting singing in a range that does not correspond to a child's voice causes overstrain of the vocal apparatus, which can lead to functional and organic disorders. Children from an early age should hear soft, melodic voices with precise and expressive intonations. Possessing great imitability, they easily learn the intonation and method of vocal delivery of the adults around them. The main preventive measures to prevent voice pathology are hardening the body, mastering the skills of the most rational diaphragmatic breathing and a soft attack of vocal delivery.
To protect the voice, people in vocal professions must remember that smoking, alcohol, and the abuse of hot and very chilled food are unacceptable, since this irritates the mucous membrane of the pharynx and larynx. You should beware of colds. Observations show that “small colds” have a negative effect on the vocal apparatus, during which people continue to work, straining their voice. The most radical measure to prevent diseases of the vocal apparatus can be considered staging the speech voice; all persons who, due to their occupation, have to speak a lot, need it.
Secondary prevention consists of preventing defects and layers resulting from voice pathology. These are primarily neurotic reactions to a defect, which aggravate the development of the underlying disorder.
The voice is understood as the totality of any sounds emanating from the human larynx, ranging from a scream, groan, cough, loud yawn and ending with the choreographed voice of a professional speaker or singer. The voice is an important component of speech production, since it ensures, firstly, the audibility of speech and, secondly, its intonation expressiveness. Each person must learn to control his voice and be able to fully use all its rich capabilities for the purposes of verbal communication. However, voice education in the family and school is often not given due attention, which leads to improper use of the voice and associated voice disorders.
Voice maturation covers a long period of time - from birth to adulthood. The development of the larynx, and, consequently, the state of vocal function, depends on the functioning of the sex glands and other endocrine glands. In this regard, during puberty, children experience significant age-related changes in their voice. And in general, the vocal function is so closely connected with the somatic and neuropsychic state of a person that we can accurately judge changes in this state at any given moment by the voice.
All causes of voice disorders are conventionally divided into organic and functional. Organic ones include those that cause changes in the anatomical structure of the vocal apparatus in its peripheral or central parts. Organic voice disorders caused by organic damage to the central or peripheral parts of the vocal apparatus are often found in children. They may be associated with scar changes in the larynx after removal of papillomas, with post-diphtheria stenoses of the larynx, with disturbances in the resonator system due to the presence of palatine clefts, with paralysis and paresis of the vocal cords and soft palate with dysarthria and other reasons.
Functional voice disorders are not associated with organic damage to the vocal apparatus, but are caused only by changes in its function. This group of voice disorders is also divided into central and peripheral. Functional voice disorders of a peripheral nature are most often associated with overstrain of the vocal cords, especially in conditions of improper use of the voice. Central functional voice disorders include those that are of psychogenic origin and are primarily the result of psychological trauma. However, it is very difficult to draw a clear line between organic and functional voice disorders, since long-term functional disorders lead to persistent organic changes in the larynx. An example of this could be the formation of “singing nodules” on the vocal cords as a result of prolonged improper use of the voice.
The impossibility of correct voice formation with organic damage to the vocal apparatus is obvious. As for functional voice disorders, especially centrally caused ones, the mechanism of their origin is due to a combination of three unfavorable factors, following one after another.
Firstly, even before the onset of a voice disorder, the patient develops a kind of predisposition to it in the form of an already existing neurotic state, a neurotic background.
Secondly, there is always some kind of “trigger moment” that causes a primary disruption of normal voice formation. A variety of life circumstances can play this role in different cases.
For example. In front of the eyes of an 8-year-old girl with a neurotic character, her mother and brother were hit by a car and killed. The voice disappeared instantly and completely, after which she could not speak even in a whisper for 17 years.
Thirdly, instant loss of voice or abnormal voice formation, once occurring or occurring repeatedly, is fixed in the form of a pathological conditioned reflex and subsequently becomes the basis for the existence of a functional voice disorder.
In terms of preventing the occurrence of functional voice disorders, it is important to understand that a temporary disorder of the voice function that occurs for some very obvious reasons (cold, overwork, being in a smoky or dusty room, etc.) will pass without a trace if the voice device, gentle conditions will be created for some time in the form of the absence or minimization of voice load. Otherwise, the incorrect use of the voice will become entrenched and, moreover, will inevitably “overgrow” with secondary mental layers.
As for the temporary loss of voice during stressful situations, this should also be treated reasonably. At the moment of severe fright, general inhibition extends not only to the voice and speech, but often to many other functions of the body. But after some time, everything returns to normal on its own, including the restoration of voice and speech formation. However, it is restored at the very last stage, which is quite natural: a person’s speech function appeared later than all others and is the most vulnerable. Therefore, in case of any kind of stress, there is no need to panic and focus on any possible disorders - it is better to temporarily refrain from speaking and quite consciously allow your body to completely return to normal.
Thus, the prevention of functional voice disorders consists of measures to strengthen the nervous system and prevent neurosis, on the one hand, and to prevent the nervous system from fixing incorrect voice formation skills, on the other. (Pathological mechanisms of voice formation are especially easily established in neurotics). As for the prevention of voice disorders in general (including organic voice disorders), it should be aimed at preventing the effects of those causes that lead to such disorders.
Rules for a good voice:
1. Speak calmly and quietly according to the situation.
2. Avoid excessively loud speech and singing.
3. Never speak too fast or too slow.
4. Play sports, carry out hardening procedures.
5. During or immediately after a cold, refrain from vocal stress and adhere to a regime of silence for 5 days.
In addition to the proposed rules, special attention should be paid to voice production. By voice development we mean the development of natural qualities, increasing its endurance to stress, expanding range and expressiveness.
Voice training includes work on normalizing muscle tone, developing physiological and phonation breathing, and training to improve and optimize the acoustic qualities of the voice. Mastering the practical skills of optimal breathing and voice production is the main measure to prevent dysphonia, as it allows the student to adapt to increased load and thereby keep the vocal apparatus healthy.
For these purposes, we propose to use exercises developed by leading teachers of the B. Shchukin Theater Institute - Associate Professor of the Department of Stage Speech A.M. Brousser and Professor M.P. Ossovskaya. The training is aimed at the formation and development of:
- correct posture and relieving excess muscle tension;
- normal physiological and phonation breathing
- articulatory-resonator system;
- voice range
- auditory self-control.
It is known that correct posture creates favorable conditions for the functioning of internal organs and any change in posture affects the spine, chest and complicates the functioning of the respiratory system. Therefore, teachers and parents need to monitor the correct seating of the child during lessons and when doing homework. The exercises we offer will help you form correct posture and relieve muscle tension.
At the initial stage of work, relaxation exercises are carried out to relieve general tension and tension in the muscles involved in the process of voice formation. It is necessary to learn to regulate the tone of your own body, to consciously manage it, which contributes to the development of self-control.
The proposed exercises and relaxation techniques can be mastered independently without special training. They have no contraindications. The duration of classes should vary depending on the age and somatic condition of the child and should not exceed 10-20 minutes.
1. Exercises to regulate muscle tone
Exercise 1 “Stretching”
Starting position: feet shoulder-width apart, arms down.
On the count of one, two, place your right foot to the side on your toe, extend your arms up to the right and stretch.
Exercise 2 “Warming up”
Starting position: feet shoulder-width apart, arms down. Using active rotational movements, massage your hands from hand to elbow, from elbow to shoulder, then shoulder, neck.
Repeat the exercise 4-6 times.
Exercise 3 “Stretching”
On the count of one, two, raise your arms up and stretch.
On the count of three, four, return to the starting position.
Next, on the count of one, two, bend forward and stretch your arms forward.
On the count of three, four - return to the starting position.
The same thing needs to be done with bending to the side and spreading your arms to the side.
Repeat each exercise 4-6 times.
Exercise 4 “Tin Man”
Starting position: feet shoulder-width apart, hands below.
On the count of one, tense all the muscles of the body, including the muscles of the neck.
On the count of two, relax as much as possible (lean forward, arms down).
Repeat the exercise 4-6 times.
To make children more interested in completing tasks, you can use various game situations and accompany the exercises with poetic texts, for example:
Text spoken by an adult: Exercises performed by children: Hamster-hamster, striped flank. "Sipping"
Khomka gets up early,
Washes paws, rubs nose, “Warming up”
The hamster sweeps out the hut and goes out to exercise.
One two three four five -
The hamster wants to become strong. "Stretching"
In addition to tasks to form correct posture and relieve muscle tension, exercises that promote proper breathing are of great importance for the prevention of voice disorders in children and adolescents. First of all, children need to learn to breathe through their nose, coordinate nasal and mouth breathing, and form a lower costal type of breathing. When performing exercises, you should avoid taking deep breaths to prevent hyperventilation, which can cause dizziness.
Exercise 5 “Nose-nose”
On the count of one, close the right nostril with the finger of your right hand - inhale, on the count of two - hold your breath.
On the count of three, close your left nostril with your left hand and exhale. Alternate inhalation and exhalation, changing hands.
Repeat the exercise 4-8 times.
It is necessary to ensure that your shoulders do not rise when performing this exercise. After mastering this set of exercises, we recommend using dynamic exercises to develop coordination of movements.
The exercises are performed similarly to exercise 5 with the addition of various movements of the head and shoulders, for example, tilting the head to the side, raising the shoulders. Inhalation and exhalation are carried out as described above.
Exercise 6 “Squat”
Starting position: feet shoulder-width apart, arms to the sides, exhale.
On the count of one, inhale through your nose, sit down, raise your arms up, and on the count of two, sit.
On the count of three, slowly return to the starting position, spreading your arms to the sides and exhaling on the count of 10.
Repeat 5-6 times.
Exercise 7 “Bubbles”
Starting position: feet shoulder-width apart, hands below, exhale.
On the count of one, group yourself in a sitting position, head down, don’t breathe.
On the count of two, three, straighten up, stretch your arms up and inhale.
On the count of four, return to the starting position.
Repeat the exercise 4-6 times.
Exercise 8 “Candle”
Imagine that you are holding a lit candle in your hands.
Option 1: On the count of times, inhale through your nose. On the count of two, blow on the candle so that the flame of the candle bends parallel to the floor.
Option 2: On the count of one, inhale through your nose. On the count of two, blow on the candle, pronouncing the sound “f”. Get some air.
On the count of three, sharply extinguish the candle, exhaling at the sound “f”.
Option 3: On the count of one, inhale through your nose. After holding your breath, exhale fractionally and extinguish three candles. On the count of three, inhale. On the count of four, blow out five candles.
Repeat the exercise 4-8 times. When performing the exercise, you must ensure that your shoulders do not rise.
Phonation exercises begin with the pronunciation of individual sounds, then words, phrases, the speech material gradually becomes more complex.
Exercise 9
Starting position: feet shoulder-width apart, hands below.
On the count of one, inhale through your nose. On the count of two, three, four - exhale, pronouncing the sound “s”.
Lengthen the duration of exhalation, counting to 12.
Exercises are carried out similarly when pronouncing the sounds “sh”, “a”, “u”. Repeat the exercise 4-6 times
Exercise 10 “Fractional pronunciation of sounds”
Starting position: feet shoulder-width apart, hands below, inhale through your nose.
On the count of one, two, three - exhaling air, pronounce the sound “s”, pausing after each count.
Exercises are carried out similarly when pronouncing the sounds “sh”, “a”, “u”.
Repeat the exercise 4-6 times.
Exercise 11 “Saying phrases”
After preliminary inhalation, exhale and pronounce the following phrases:
Near the bell stake.
Not enough intelligence and sense.
You won't be smart with someone else's mind.
From the clatter of hooves, dust flies across the field.
Upon completion of work on individual sounds, words, phrases, consolidation of correct voice skills continues when pronouncing various tongue twisters, poems, and then in spontaneous speech.
Exercise 12
Inhale through your nose, and then exhale, pronounce one, then two, three, and so on lines, lengthening the exhalation.
The snake was stung by a wasp
Stung him in the stomach
It hurts terribly
Here.
One day the jackdaw popped,
I saw a parrot in the bushes.
And that parrot says:
- You scare the jackdaws, pop, scare,
But the jackdaw, pop, is frightening in the bushes,
Don't you dare scare the parrot.
To expand the range of children's voices, you can use various poetic texts, for example:
Like crows jumping merrily under a green tree.
Kar-kar, kar-kar. (medium voice)
The whole day they galloped, everyone shouted loudly and loudly:
Kar-kar, kar-kar. (loud voice)
Only at night they got tired and quietly fell asleep:
Kar-kar, kar-kar, kar-kar. (quiet voice)
It’s getting dark in the forest and it’s time for us to go home.
Quietly we walk, we don’t disturb the birds’ sleep. (whisper)
The duration of voice training is strictly dosed and determined by the psychosomatic state of the trainees. Starting from the first lessons, you should avoid overwork. At first, the duration does not exceed 2-3 minutes with a 5-10 minute break, gradually the class time lengthens and at the final stage reaches 15-20 minutes with 4-5 times performed during the day.
By carrying out these simple exercises, children develop the skills of proper breathing and phonation, which have a beneficial effect on the development of sound and help prevent the occurrence of organic pathology of the larynx, and therefore keep the child’s voice healthy.
In addition to the division of voice disorders into organic and functional, which we have already discussed, taking into account their causality, these disorders are usually classified according to external signs, that is, according to the characteristics of the direct manifestation of voice disorders. In accordance with this last principle, the following most common voice disorders are identified.
Hysterical mutism is a sudden and complete loss of voice with the impossibility of even whispering speech, associated with mental trauma.
Aphonia is the absence of a sonorous voice in the presence of whispered speech. The immediate cause of aphonia is the lack of closure or incomplete closure of the vocal cords. It can be caused by both organic (organically caused paralysis and paresis of the vocal cords) and functional reasons. With functional aphonia, unlike organic aphonia, the patient has a sonorous cough, which once again indicates the possibility of normal voice formation. What is also characteristic here is the instability, “non-stationary nature” of pathological changes in the larynx: the existing swelling, redness, thickening of the vocal cords and insufficient closure are of a transient nature, whereas, for example, with organically caused paralysis or paresis of the vocal cords, they occupy one and the same place during each laryngoscopic examination. same position. In addition, all functional voice disorders are characterized by the presence of sensory disorders - a feeling of dryness, heaviness or a foreign body in the throat, and often pain. There are always general neurotic symptoms, expressed in the patient’s behavior, in thoughts that haunt him about the incurability of the voice disorder, in increased irritability, suspiciousness, mood instability, sleep disturbances, etc.
Dysphonia is a voice disorder, expressed in a violation of its basic characteristics - pitch, strength and timbre. Unlike aphonia, with dysphonia the voice is formed, but becomes defective. It can be weak, hoarse, hoarse, broken, trembling, falsetto (too high), monotonous, “mumbling”, dull, strangled, “croaking”, “metallic”, with a nasal tint, etc. Dysphonia may also be based on organic and functional causes.
Phonasthenia is a voice disorder, expressed in its rapid fatigue, interruption (“misfires”) and accompanied by unpleasant sensations in the throat (scratching, burning, tickling, dryness, pain). Most often, phonasthenia is an occupational disease of the voice in people who have a large voice load, especially when using their voice incorrectly. Predisposing factors may include neuropsychic experiences, as well as acute and chronic diseases of the upper respiratory tract. In children, phonasthenia can occur as a result of screaming and improper learning to sing.
Pathological mutation of the voice refers to its functional disorders, but it can also be considered as a borderline disorder, standing between functional and organic.
The voice of a child differs from the voice of an adult in all main characteristics - strength, pitch and timbre. This is explained by the incomplete anatomical and physiological maturity of the child’s vocal apparatus. In particular, a child's larynx is approximately 2-2.5 times smaller in size than an adult's larynx, and the vocal cords are correspondingly shorter. The chest resonator is still small in volume and weak, as a result of which the predominant role in voice formation is played by the upper resonators, which give the voice a “head”, that is, a high sound. The stream of exhaled air is also not strong enough. The vocal cords vibrate only at their edges. For these reasons, along with a high sound, a child’s voice is characterized by low strength and a small range, and the voices of boys and girls up to a certain age do not differ much.
Mutation (age-related “breaking”) of the voice is a physiological phenomenon observed during puberty and associated with the transformation of a child’s voice into the voice of an adult. This phenomenon is most noticeable in boys. Under the influence of male sex hormones, they experience disharmonious, uneven growth of individual parts of the vocal apparatus: the larynx quickly increases in size, the “Adam’s apple” protrudes, the vocal cords lengthen and thicken, the volume of the tongue increases, while the growth of the resonator cavities and epiglottis noticeably lags behind. The larynx begins to occupy a lower position. The essence of voice mutation is that in these dramatically changed anatomical conditions, the already established normal coordinated work of different parts of the vocal apparatus is disrupted, which leads to instability in the use of the voice. This is also aggravated by the unusualness of the kinesthetic sensations that arise in a teenager when speaking and singing - the speech organs become, as it were, not entirely “subject to” him, “unfamiliar”.
The entire period of mutation can be divided into three parts:
the stage of pre-mutation changes, during which the teenager’s voice becomes stronger and harsher and at the same time begins to lose high tones;
the stage of the main crisis of the voice, lasting 2-3 months and expressed in uncertain, unstable use of the voice - the person does not seem to fully control his voice, loses the ability to control it (the voice sometimes sounds on high, “rooster” notes, then abruptly switches almost to bass );
post-mutation. a stage that takes 2-3 years, during which the voice “ripens” to its final timbre.
A physiological mutation of the voice most often manifests itself in one of the following forms:
1. There is a slow change in voice, almost imperceptible both for the teenager himself and for the people around him. There is only a slight hoarseness of the voice and rapid fatigue, which gradually and independently passes.
2. There is an increasingly frequent “jumping” of sounds to low notes, which then gradually stops, and the “boyish” timbre of the voice is relatively imperceptibly replaced by a male one.
3. The voice “coarsens” sharply, almost instantly, without any gradual transition. Sometimes, a short-term hoarseness of the voice or even complete aphonia may be observed, with the disappearance of which the teenager immediately develops a fully formed male voice.
Sometimes voice mutation occurs prematurely, which is most often associated with early puberty and the entry of corresponding hormones into the blood. In these cases, the child speaks in a low, male voice. In most cases, the voice mutation proceeds relatively calmly, but in some adolescents it becomes pathological. This may manifest itself in the fact that even after adolescence, the voice continues to maintain a high sound, that is, mutation does not seem to occur. At the same time, the larynx does not descend, but still occupies a high position. In other cases, the pathological nature of the mutation is manifested in its protracted duration. Thus, sometimes over the course of several months or even years, there is instability in the use of the voice with constant alternation of high and low tones in conversation. And finally, after the mutation is complete, the dysphonic sound of the voice may persist. The pathological nature of the mutation may be due to endocrine disorders or poor vocal hygiene (early smoking, drinking alcohol or other drinks that irritate the mucous membrane of the larynx during the period when the voice mutation has already begun, overload of the vocal apparatus, continued singing, etc.). For this reason, during a very important period of age-related changes in the voice, it is necessary to observe preventive measures aimed at maximizing the protection of the child’s vocal apparatus, which will contribute to the smooth progression of the mutation.
To overcome both organic and functional voice disorders, a complex effect on the patient is used, the specific content of which varies depending on the existing picture of the disorders.
In particular, with functional voice disorders, for obvious reasons, great importance is attached to psychotherapy, which often becomes decisive in overcoming voice disorders. Thus, with a skillful psychotherapeutic approach to the patient, his vocal function is often restored during the examination itself. If necessary, restorative treatment is carried out, designed, among other things, to strengthen the patient’s nervous system, since the state of the latter has a great influence on the overall effectiveness of speech therapy work. Massage and physiotherapeutic procedures that help regulate blood circulation and reduce the amount of mucus have a positive effect on the muscles of the larynx and its mucous membranes. Against the background of these general health measures, the patient is asked to strictly observe the vocal regime, avoiding overload of the vocal apparatus. Sometimes complete silence or switching to whispered speech is even recommended for a while. Much attention is paid to breathing and articulatory exercises, since full speech breathing and correct articulation of sounds in themselves contribute to a better sounding voice and greater speech intelligibility. Next, they move on to the so-called orthophonic exercises, the ultimate goal of which is to restore the unified, coordinated activity of the respiratory, vocal and articulatory apparatus, as well as speech function in general. All this work is of a purely special nature and requires professional knowledge.
After completion of treatment, the patient is advised to follow a gentle regimen for some time and adhere to the necessary preventive measures.
In case of organic voice disorders, medical measures occupy a large place in the overall complex of effects on the patient - medications and other treatments, cauterization, inhalations, surgery, etc. Even some special devices are used. The psychotherapeutic effect here also retains its importance, but it takes on a slightly different direction.
The effectiveness of overcoming voice disorders is largely determined by their causality. In the presence of gross anatomical changes in the voice-forming apparatus, as well as in organic paralysis and paresis, in most cases only one or another degree of improvement is achieved. Functional voice disorders can often be completely eliminated. However, not the least role in this matter is played by the personal characteristics of a person suffering from a voice disorder, his own organization and perseverance in achieving the goal.
MATERIAL FOR DESIGNING A STAND ON THE TOPIC
"Truly, the human race is ready to lose anything, but not
Dion Chrysostom (Chrysostom)
The voice is an important feature of the human appearance, which either facilitates active human communication or impedes it. This is significant for every person in any situation. The voice, like the gaze, most directly, namely directly and instantly, conveys the emotional state of a person, his attitude towards others. A clear, ringing, strong, fairly mobile voice has the same importance for oral speech as the correct pronunciation of sounds in words and grammatically correct construction of sentences. Having good command and control of the voice, the speaker is able to convey much more information to the listener, more fully, more accurately express his thoughts, his attitude to surrounding events... The true value of the voice is known to those who have lost it or suffer from persistent voice disorders. “Truly, the human race is ready to lose anything, but not voice and speech; in this alone is its immeasurable wealth,” said Dion Chrysostom (Chrysostom). A disorder of the voice function leads to significant disturbances in the process of speech communication. Voice disorders in children and adolescents affect their general and speech development. Aware of his shortcomings, the child is embarrassed to speak, especially with strangers, remains silent more, avoids children's groups, avoids playing with friends, and attending kindergarten and school. Such a child becomes suspicious, irritable, hot-tempered, and embittered. All this then hinders him in his studies, and subsequently prevents him from choosing his favorite profession, and interferes with his work and everyday life. In modern society, the number of people in vocal professions is constantly increasing.
To prevent various voice disorders, it is very important to protect and educate the voice from early childhood. Every teacher should know that voice development occurs gradually, that the child’s vocal apparatus is still weak and forcing the voice can cause irreparable harm. Shouting singing in a range that does not correspond to a child's voice causes overstrain of the vocal apparatus, which can lead to functional and organic disorders. Children from an early age should hear soft, melodic voices with precise and expressive intonations. Possessing great imitability, they easily learn the intonation and method of vocal delivery of the adults around them. The main preventive measures to prevent voice pathology are hardening the body, mastering the skills of the most rational diaphragmatic breathing and a soft attack of vocal delivery. To protect the voice, people in vocal professions must remember that smoking, alcohol, and the abuse of hot and very chilled food are unacceptable, since this irritates the mucous membrane of the pharynx and larynx. You should beware of colds. Observations show that “small colds” have a negative effect on the vocal apparatus, during which people continue to work, straining their voice. . Unfortunately, the need to protect your voice is rarely remembered. The larynx is a rather delicate instrument, and overloading it is undesirable. There are quite a few professions that, although not considered speech-related, nevertheless require a good voice, because in one way or another they are related to working with people. Both medical workers and trade workers need a good voice! There are many reasons for voice disorders. Some of them can be prevented; in other cases, treatment and abstinence from vocal stress are required. In the future, apparently, a special science will appear - children's phoniatry, which will deal with the prevention of voice disorders; right now we only have some information in this, frankly speaking, relatively little-studied area. .So, the first rule is not to shout! Learn to speak with restraint, demanding the same from your child. You should not talk outside in severe frost. Do not try to shout above the noise (industrial or transport): if there is no urgent need to say something immediately, it is better to wait until the noise subsides or you find yourself in a quieter place. In no case should you overexert your voice in case of respiratory diseases, sore throat, not only at the height of the disease, but also when things are getting better. Dry air in a room with steam heating can have an unpleasant effect on the voice; if possible, humidify the air (plant flowers, leave water in an open container near a sleeping child).. The voice is also affected by irritating foods containing spices, a lot of salt and vinegar. Please note that excessive fatness is harmful not only in itself, but also affects the voice. There is no need to talk about the extremely negative effects of tobacco. It has been noticed that drinking beer has a negative effect on the voice. A 4-5 year old child requires special attention when he begins to sing. The performance of songs should not exceed the permissible volume limits, otherwise this can lead not only to hoarseness, but also to more significant, persistent voice disorders. We have to face facts when parents allow their children, as they say, to scream at the top of their voices. Note that children singing in choirs, as well as students of music schools, must be under constant supervision of medical specialists... When the voice begins to “break” during the mutation period (at 13-14 years old in girls, at 14-15 years old for boys), even reading out loud should be prohibited. If the voice suddenly disappears, you must remain completely silent for 2-3 days, sometimes speaking in a whisper is allowed. When the voice is overloaded, nodules may appear on the vocal folds. Various diseases and traumatic injuries of the larynx and vocal cords, disorders of the resonator system, respiratory diseases, diseases of the cardiovascular system, endocrine disorders, hearing impairment, and harmful factors can lead to voice disorders.
He who controls himself is free.
The choice of a free person is limitless.
Hazrat Inayat Khan
Voice maturation covers a long period of time - from birth to adulthood. The development of the larynx, and therefore the state of vocal function, depends on the functioning of the gonads and other endocrine glands. In this regard, both during puberty and menopause, people experience significant age-related changes in their voice. And in general, the vocal function is so closely connected with the somatic and neuropsychic state of a person that changes in this state at any given moment can be accurately judged by the voice. There are many figurative expressions to describe the voice: “joyful”, “excited”, “angry”, “faded”, “affable”, “timid”, etc. - this is how you imagine not only the internal state of a person, but to some extent even his appearance based on any of the words given here.
The voice of a child differs from the voice of an adult in all main characteristics - strength, pitch and timbre. This is explained by the incomplete anatomical and physiological maturity of the child’s vocal apparatus. A child's larynx is approximately 2-2.5 times smaller in size than an adult's larynx, and the vocal cords are correspondingly shorter. The chest resonator is still small in volume and weak, as a result of which the predominant role in voice formation is played by the upper resonators, giving the voice a “head”, that is, high sound. The stream of exhaled air is also not strong enough. The vocal cords vibrate only at their edges. For these reasons, along with a high sound, a child’s voice is characterized by low strength and a small range, and the voices of boys and girls up to a certain age do not have much difference.
The development of a child's voice is conventionally divided into several periods: preschool up to 6-7 years, pre-mutation from 6-7 to 13 years, mutation 13-15 years and post-mutation 15-17 years. Phonation by preschool children is carried out due to the marginal tension of the vocal folds due to the weakness of the laryngeal muscles. The sound range is 5-6 notes.
In the pre-mutation period, in parallel with the anatomical growth of the vocal organs, the development of the receptor apparatus of the larynx ends, and by the age of 12, in terms of location and morphological structure, it corresponds to the receptor apparatus of an adult. The child's voice gradually develops, its range expands to 11-12 notes.
Voice mutation (from Latin mutatio - change, change) occurs as a result of changes in the vocal apparatus and throughout the body under the influence of age-related endocrine changes that occur during puberty. The time during which the transition from a child's voice to an adult's voice occurs is called the mutation period. This phenomenon is physiological and is observed at the age of 13-15 years. In boys, the vocal apparatus at this time grows quickly and unevenly; in girls, the larynx develops slowly. During puberty, the male and female larynxes acquire distinct distinctive features. Fluctuations in the mutation period are possible depending on the timing of puberty. In residents of the south, the mutation occurs earlier and is more acute than in residents of the north.
In girls, as a rule, their voice changes gradually, losing its childish properties. This is an evolution of the voice rather than a mutation. Only in some cases there is a sharp restructuring in the vocal apparatus with increased growth and the appearance of noticeable changes in the voice.
During the mutation period, the children's larynx increases in size. In boys, the thyroid cartilage begins to increase in the sagittal direction, forming with its anterior angle a bulge on the front surface of the neck - the “Adam's apple”. The greatest difference between the male and female larynx is expressed in the size of the anteroposterior size, so the vocal folds in boys lengthen by one and a half times, and in girls only by a third. In boys, the mutation can also occur slowly, then the vocal function changes gradually. In the acute course of the mutation, boys' voices drop by an octave, hoarseness appears, and the sounds of the bass timbre suddenly slip into falsetto. The so-called “breaking” of the voice occurs. Sometimes teenagers are even embarrassed to use their voice.
The duration of the mutation ranges from one to several months to 2-3 years. The entire period of mutation is divided into three stages: initial, main - peak and final. The initial stage is characterized by only slight hyperemia (redness) of the vocal folds. The main stage is accompanied by hyperemia of the mucous membrane of the entire larynx, sometimes non-closure of the posterior thirds of the vocal folds appears like an equilateral triangle (“mutation triangle”). Both synchronous and asynchronous vibrations of the vocal folds are noted, which indicates a violation of the coordination of the functions of the external and internal muscles of the larynx, breathing and voice formation. At the peak stage of mutation, the voice suffers the most.
The final stage of the mutation fixes the mechanism of voice formation in an adult.
The post-mutation period is characterized by slight vulnerability of the fragile vocal apparatus and quickly onset vocal fatigue. During this period, which lasts several months, the range expands and the individual timbre, pitch, and strength of the voice are determined.
The speech therapist must know the structure and function of the vocal apparatus, take into account the anatomical and physiological features of the larynx in children of different ages. The voice mode during mutation is assigned individually depending on the severity of the ongoing process. Complete silence may be recommended in rare cases only in cases of severe swelling of the laryngeal mucosa. During the mutation period, it is necessary to spare the teenager’s vocal apparatus. The speech load should be moderate, you cannot overstrain or force your voice. Failure to comply with the protective vocal regime, prolonged tension under heavy vocal loads can lead to persistent dysfunction of the internal muscles of the larynx.
During the mutation period, it is necessary to observe a protective regime. First of all, do not use artificial techniques to speed up the process of forming a male voice. The teenager should be helped to learn to calmly, gradually master the voice of an adult. The formation of the voice during speech and singing should not be allowed. The duration of any vocal activity should be limited, especially when hoarseness occurs. To facilitate the period of mutation, it is useful to harden the body, dose physical activity, and correctly distribute the work and rest of a teenager.
Preventive agents used for initial forms of voice disorder.
A simple remedy such as gargling with a decoction of chamomile, mallow or linden blossom has a good effect on disorders accompanied by burning and dryness in the throat. It is important that the solution is neither hot nor cold - room temperature. You can use decoctions of other medicinal herbs, mineral waters - Shavnitskaya, Borjomi. It is better to mix them with warm milk (in a 1:1 ratio). .Singers are recommended to drink a raw egg (preferably the yolk), eat carrots, orange peel, corn, and butter. Dropping fish oil into the nose (2-3 drops) also helps with burning and dryness. At this time, inhalation of hot steam, as is sometimes done, and drinking fairly hot or cold drinks are contraindicated. Such measures prevent further deterioration of the voice. It is often discovered that during a conversation, children and even adults breathe incorrectly. Therefore, breathing and voice control is necessary, which has a preventive value. Breathing is considered correct when, at the moment of inhalation, the chest expands not only forward and backward, but also to the sides, and exhalation begins with contraction of the abdominal muscles and only after that the chest is included in breathing. With fairly consistent (albeit short-lived) training, it is not difficult to practice proper breathing. As for voice production, this is how it is done. You need to open your mouth and throat wider, and then focus your attention on where the voice sounds. The patient should know why this is necessary, and it is better if the first exercise is done together with the doctor, and then independently. If you work with a child, then you need to explain to him the meaning of the exercises, their purpose. It is imperative to encourage the child: “Open your mouth wider. Difficult? Just a little more. Look in the mirror. The small tongue in the throat should be raised up. Like this. Fine. The sound you are about to pronounce should be felt in the front of the face - in the “mask”. The voice will arise in the larynx area. Yes, where that slight elevation is on the neck. That's right, at the Adam's apple. Now pretend to moo. Try again! Do you feel it? It’s already working out...” Then comes the stage of “mooing” into the so-called mask of not just short sounds “m”, but the syllables “mo”, “ma”, then the words “mom”, “sea”, “pug” and others (beginning with the sound “m”). After this comes a more difficult stage: counting out loud to 30 in one breath.
A few days later, a new exercise - a poetic text (constantly remind the child that it is necessary to keep the sound in the “mask”). The final stage of treatment consists of reading any printed text aloud with similar requirements. A total of 5-7 lessons are required at intervals of 2-3 days.
And, of course, for all types of voice disorders, for the purpose of prevention, attention is paid to general physical development: walks, games, hardening, morning exercises...