Ambiente virtual de aprendizagem em aquisição e desenvolvimento da linguagem infantil: instrumentalizando o profissional da educação e saúde

Abstract

Virtual apprenticeship environment in acquisition and development of the childlike language: Instrumentalizando the professional of the Education and Health The knowledge, perceptions and practices of pedagogues teachers and medical pediatricians in relation to language disorders in children, revealed wide range of concepts, attitudes and conducts, demonstrating an unsatisfactory knowledge about the development of children's language. Worrying statistic, as these professionals work directly with children in development, being crucial in monitoring the linguistic content and must be alert to the warning signs and risk factors for changes in language development and can facilitate diagnosis and early intervention. The objective of this study was to verify and compare the knowledge acquired among professionals pedagogue and pediatricians of typical acquisition and development of children's language and its possible alterations, but also check the quality of the content presented and technological resource used by means of the use of interactive distance learning. The methodology consisted of 54 professionals in the areas of Pediatrics and Pedagogy, which are divided into two groups, GM Pediatricians (N = 27) and GP Pedagogues (N = 27). Both groups were invited to visit the Virtual Learning Environment developed by Martins (2012) and modified by Marson (2014) and available on the web at link: http://fonopediatria.com. Due to the flexible access to schools, to the GP the invitation and participation were made in person in 03 public schools a city in the interior of São Paulo. In order to break down barriers such as distance and lack of time currently experiencing medical professionals, the invitation and participation for GM was the distance and the call through sending e-mail, social networking, and related societies. The GP answered two questionnaires, the first relating to the specific knowledge of acquisition and development of children's language pre and post reading the virtual learning environment content and the second on the quality of the content presented and the technological resources used. The GM only answered the questionnaire on acquisition and development of children's language after reading the virtual learning environment, as well as the questionnaire on the quality of the content presented and the technological resources used. Results: As to the questionnaire of language development, the results revealed that the GP showed better performance in the post virtual learning environment analysis when compared to the GM. Referring to the general evaluation of the quality and technological features of virtual learning environment, for both groups the content scales, accuracy, authorship, updates, public, navigation, external links and structures were classified in level of excellence.. Conclusion: The professionals acquired knowledge on the acquisition and development of children's language, but also about the risk factors for language disorders. Moreover, they considered the virtual learning environment ...

Effects of working in vulnerable contexts on the mental health of primary healthcare professionals during the COVID-19 pandemic: a mixed-methods study

“…Empathy is the ability to put yourself in the other’s shoes to be emotionally touched by the needs experienced by the other so that one becomes responsible for the other, strengthening psychic comfort, aiding and contributing to building social relationships and serving as a stress controller 44. This is an essential feeling for human connections in healthcare 45. According to a study conducted by Dal Pai and Luatert,46 while working conditions become more precarious and the professional is ‘between life and death, ’ they use defence mechanisms, and no empathy becomes a strategy of emotional regulation with the risk of creating a ‘robotised’ healthcare professional when facing the emotional needs of the clients 47.…”

“…44 This is an essential feeling for human connections in healthcare. 45 According to a study conducted by Dal Pai and Luatert, 46 while working conditions become more precarious and the professional is ‘between life and death, ’ they use defence mechanisms, and no empathy becomes a strategy of emotional regulation with the risk of creating a ‘robotised’ healthcare professional when facing the emotional needs of the clients. 47 No empathy can also signify high stress and professional burn-out, 48 49 as evidenced by the qualitative data.…”