Correct seating of the child at the table. How a child can sit at a desk or table to maintain correct posture

The active formation of the child's skeleton falls on school years... That is, at the time when a person spends most of his time at school for lessons. Therefore, it is very important for a student to know how to properly sit at a desk. Otherwise, the consequences will be sad. The least that threatens children is poor posture and.

Why proper desk sitting is important

Each person's spine has several. This is necessary for uniform distribution loads when walking upright. But bones finish their formation after adolescence, and in the process of growing they are still too soft and prone to deformation. The muscles of the back that support the spinal column in the desired position are still weak and if you do not sit properly or sleep on a too soft surface, the spine is deformed.

Improper sitting contributes most of all to the curvature. Unsurprisingly, with primary grades children are diagnosed with scoliosis. Kyphosis and lordosis are diagnosed less often, and poor posture - in almost everyone. The exception is children who go in for sports, dancing, classical choreography.

Poor posture always causes muscle pain. Circulatory disorders in the neck provoke headaches. Due to the stoop, the lungs are compressed, so the depth of inhalation decreases, the body receives less oxygen, which leads to fatigue and poor health. Digestion also suffers, as the stomach and other organs of the gastrointestinal tract are compressed.

All these deviations cannot be called critical, they are not diseases. However, abnormalities in the work of internal organs are a risk factor. A tendency to bronchitis, gastritis, diseases of the gallbladder - in many cases, the reason for this is the incorrect position of the body at the table. Therefore, adults should know how to properly teach a child to sit (see).

How to sit during the lesson

1. The back and hips should be at right angles.
2. The knees are bent at right angles.
3. The feet are on a stand and not suspended in the air.
4. The neck is straight.
5. The back touches the back of the chair, does not bend.
6. The shoulders are extended.
7. Elbows on the table.

These recommendations must be followed at school and at home, always, no matter what the child does. But to make it easier to sit, parents must provide their child the right furniture- it is impossible to maintain posture, sitting at a table that is too high or in the wrong chair.

How to choose furniture for a child

To make your child sit comfortably, you need to find the right table. It is worth focusing on school desks - they have optimal height and the table top is set at a slight slope. This position of the tabletop allows you to write comfortably without having to lean forward or slouch your shoulders. For the home, to ensure the correct seated back position, you need to look for a table with the same table top. A good option- transformers in which the tabletop can change its position.

Naturally, a suitable table height is also chosen. A suitable option will be the one in which the child will sit straight, placing his hands on the table, bending his elbows correctly. It is advisable to buy a model with an adjustable height, in this case you will not have to update the furniture year after year, the table will “grow” with the student.

You also need to pay attention to the color of the furniture. The best option- pastel shades or wood-like coloring. Too much dark color will absorb light rays, too light or bright will reflect, and both options are not suitable for the child, as his eyes will quickly get tired.

Stool is also important for correct posture. It is advisable to buy a model with an orthopedic back, then there will be no problems with how the child should sit correctly. Thanks to the backrest, the body of the sitting baby assumes a physiological position by itself. The height of the chair should be adjustable; a footrest is desirable for greater comfort.

How to teach a small child to sit correctly

School is a school, but the skills of correct sitting and posture must be instilled with more early age... You need to know how to teach your baby to sit properly. Constant reminders to "straighten your back, sit up straight, don't slouch" are ineffective.

In order for the baby to keep his back straight, you need to provide him with appropriate furniture. Yes, even if not "adult", but correct. Main role a chair plays in the formation of the posture of preschool children - let it be orthopedic. If there is also a table, then the rules for choosing it do not change.

The second point is the general strengthening of the skeleton and muscles. From this point of view, walking barefoot whenever possible is very beneficial. Through bare feet, sensory information is transmitted to the rest of the body, which helps the brain to better analyze and control the spatial position of the body. Accordingly, it becomes easier to control posture.

Of course, you need to remind your child how to properly sit in an armchair or on a sofa - where there is no orthopedic backrest, but there are all conditions to "fall apart". No, the baby should not always sit “on line”, but his pelvis should be as close as possible to the back of the chair, sofa - then it will be both comfortable and correct.

Find out what kind of sports activity is best to choose.

Read about: basic indications on how to choose and wear a device.

Note to parents! of different ages.

Sports or dancing are required. Everyone needs them and not only for posture. General strengthening of the body, regular physical activity - that's what every child needs.

But for the formation of correct posture, swimming, football or basketball are best suited (see). These sports help to strengthen all muscles, including the shoulder girdle, back - what is needed to prevent scoliosis.

And also gymnastics or dances - classical choreography, ballroom or folk dance - perfectly form the posture. To be convinced of this, it is enough to look not even at professionals, but at those who have been dancing for three or four years - the difference is obvious. In addition, it is also a good physical activity that has a beneficial effect on the development of the child, making his body stronger, flexible and plastic.

Parents should keep track of all possible nuances in the child's life. One of them is like a toddler sitting at a school desk. It is very important to realize whether he is doing it correctly and what should be taken care of so that the child's posture does not deteriorate during the learning process.

About problems

Every student should know how to properly sit at a desk. Indeed, it is from this that various curvatures of the spine can arise, as well as concomitant diseases: lesions of the central nervous system, problems with the digestive tract and the respiratory system.

What to do?

What is the easiest way to teach your toddler to sit correctly at the study table? Show how children sit at their desks. Pictures are great helpers in this matter. After all, it is easier for the student to perceive the information that comes not only audibly, but also visually. In addition, the child also needs to explain some of the nuances that may not be noticed in the picture. Moreover, it is good to create "golden rules for maintaining posture" that can be hung over the student's workplace, at least at home.

Rules

So, how to properly sit at a desk? Several simple rules... First of all, some parts of the child's body should be located in relation to each other at right angles (90 degrees). This angle should be at the baby's knees (therefore it is very important to choose the correct height of the chair), and also be formed between the baby's back and hips. It is also very important for teaching a student, because his elbows should be completely on the desk, and not hang down, as is often the case. Also an important point is that the child's feet should be completely on the floor. If the height of the chair is not enough, a special support should be provided for the legs. However, it is worth considering the fact that the child will periodically bend and straighten the legs, so the stand should be quite large. As for the highchair, it is very important that its back can move, because it is located slightly at an angle to the baby's lower back, supporting it. The very same posture of the child should be light, natural. The student's back should not be constantly tense. Correct posture is when a child with a straight back is very comfortable and comfortable. Also, the neck should remain even, therefore, again, it is very important to choose the right height of the table for the student.

Physical minutes

While figuring out how to sit at a desk correctly in order to maintain posture, children (as well as teachers at school) should remember that in between classes there must be a few minutes of rest. Not only psychological and mental, but also physical. It is very good to do small exercises between lessons, "knead" bones, move. Changes have been invented for this as well.

Prophylaxis

Knowing how to properly sit at a desk, a student must constantly remember this. It's good to make small reminders at home, then they will always come into the child's field of vision and prompt him to control himself. However, it is worth clarifying that after a certain time this will become a habit and will not be painful for the student. Understanding how to sit at a desk so as to maintain posture, do not forget that the place where the child works at the computer should be organized according to the same principle. And, of course, great preventive measure are moderate physical exercise that will train your back and strengthen its muscles.

Part of school life the child spends at the desk, which sometimes negatively affects his health. Of course, teachers periodically remind them of the correct posture, but their recommendations are not always followed. Therefore, it is important to instill this useful habit - sitting at the table - while still at home, so that at school the child maintains posture automatically.

The spine is a support for the whole organism .

On the one hand, the activity of internal organs depends on his health. It is difficult for people with a curved spine to play sports, develop endurance, because they cannot withstand prolonged loads, cannot live a full life. Unfortunately, most are aware of the tragedy of the situation when it gets late and the posture has already been transgressed.

On the other hand, the spine itself needs support from the back muscles. Consequently, they need to be developed, which happens during the movement. But after all, schoolchildren generally lead a "sedentary" lifestyle, moving only during short breaks. And when they come home, they sit down at the table again to do their homework.

Periodic physical education (in best case- sports clubs and sections) do not reduce the harm from improper fit and do not allow muscles to develop correctly. So it is important to teach the student to sit correctly in order to avoid possible problems and health disorders .

How should you sit?

It is necessary to accustom to the correct landing from early childhood. ... In this case, the skill of maintaining posture by the time of entering school will be brought to automatism, and the student will not be in poverty in constant control.

How to properly sit at the table:

1. Back: flat, the spine is placed vertically. If you need to bend a little, then they do it with the whole body, keeping the spine straight.
2. Shoulders: are located on a straight horizontal line.
3. Distance from chest to desk: equal to the open palm.
4. Arms: lie on the table, bent at the elbows.
5. Legs: placed side by side, bent at the knees, feet are in full contact with the floor, which allows you to distribute the load on the buttocks.

When seating at the table, the rule of "Three even corners" must be observed: bent knees, hip line and back, bent hands.

To maintain the correct posture while writing and reading, it is necessary to adjust the tilt of the table top.

When sitting at a desk, it is impossible:

1. To touch the table with your chest, to lean, to lie down - the direct benevolence of the spine is violated.
2. Take your hand off the table - the shoulder line is broken.
3. Lower both hands - the spine will bend forward, it will be very difficult to keep it upright.
4. Sit "cross-legged", support your head with your palms, bend to the sides - all this leads to deformation of the spine and weakening of the back muscles.
5. Lean on the back with a hump - if you really want to rest a little, then you need to touch with the whole spine, and not with its individual lobes.

Compliance with the rules is advisable when the furniture itself complies with sanitary standards:

If the furniture is not suitable for the child's height, then it will be difficult for him to maintain posture, because one or more conditions will be difficult to fulfill.

The chair should be flat or slightly tilted back. ... It is necessary for short-term leisure and maintaining the spine in the desired position. Sitting on a stool is not recommended for a schoolchild: when the muscles get tired, there will be nowhere to lean on to rest, and the child will lean against the table, and tinkering is not recommended.

When arranging a workplace at home, you can give preference to a table with an adjustable length - then it will not be necessary to change it if the child grows up.

It is undesirable for children to purchase chairs on wheels: they interfere with maintaining a stable posture while sitting.

How to teach a child to sit correctly at the table?

Constantly keeping the spine in a straight position is very difficult, especially for a child.

Therefore, it is important to take into account several points that will allow you to fix a good habit of maintaining your posture:

1. After any 15-25 minutes, you need to do small physical minutes , without getting up: pull your hands up, move your shoulders, make turns with your head left and right. It will be easier for "restrained" muscles to continue working to maintain correct posture, and restored blood circulation will improve brain activity.
2. It is good to stretch your legs during rest. , pulling them out completely under the desk.
3. Arrange with the teacher for children to be transplanted periodically , so that the child adapts to different places, does not get used to sitting at the same incline to the board.
4. When working with a computer, observe , so that the center of the monitor is located right in front of the student's eyes at a distance of about half a meter.

Students primary school you should not be allowed to sit at home without getting up, for a lot of half an hour ... In children under 16 years of age, the musculoskeletal system develops, disorders in which can lead to increased fatigue, osteochondrosis, headaches and other unpleasant surprises.

One of the most effective ways prevention of spinal deformity is a matter of sports ... The inclusion of outdoor games in the fresh air, walks, a continuous reminder of the need to maintain correct posture and, of course, a personal example - these are the three "whales" on which such good habit- the ability to sit correctly at the table.

In order to preserve the posture and high performance of the student, it is of great importance to select the optimal school furniture and teach the student the correct fit.

During classroom training, a straight landing with a slight forward tilt of the body is most appropriate. The distance from the eyes to the notebook (book) should be approximately equal to the length of the forearm and hand with outstretched fingers, the shoulders should be parallel to the edge of the tabletop, the forearms and hands should be symmetrically placed on the table, the body moved 5-6 cm from the edge of the table. In order not to squeeze the vessels of the popliteal region, the depth of the seat should be approximately 2/3 - 3/4 of the length of the thigh. The height of the seat should be equal to the length of the lower leg with the foot plus 2-3 cm for the heel: in this case, the student's legs in all three joints (hip, knee and ankle) are bent at approximately right angles, which prevents blood stagnation in the lower extremities and pelvic organs ... The seat must necessarily have a back - either solid, profiled, or at least with two crossbars - at the lumbar level and at the level of the shoulder blades.

Ensuring a straight fit is possible if the size of the furniture matches the height of the students. Currently, in our country, there are certain state standards for school furniture (GOST 11015-71 "Student tables", GOST 11016-71 "Student chairs" and GOST 5994-72 "School desks). Five groups of furniture are produced according to these standards: A, B, C, D and D, which has both letter and color markings (color marking in the form of a circle with a diameter of 25 mm or a horizontal strip with a width of 20 mm is applied on the sides of the desk or table).

Children up to 130 cm in height must sit behind furniture of group A (marking in yellow); furniture of group B (red marking) is intended for schoolchildren with a height of 130 to 144 cm. Schoolchildren with a height of 145 to 159 cm should sit behind furniture of group C (blue marking), from 160 to 174 cm - behind furniture of group D (green marking colors). Group D furniture (marking white) is intended for students with a height of 175 cm and above.

To find out which furniture group is necessary for a student of a given height, you can use the empirical formula of N.N.Kartashikhin:

the serial number of the letter = [student's height (cm) - 100]: 15.

Example: a student's height is 153 cm. (153 - 100): 15 = 3 (no remainder). Sequential number (alphabetically) - letter B.

Quite often, there is no furniture marking in schools (both letter and color). In order to find out which furniture group a given table (chair) belongs to, you can use the following formulas:

Table group (letter) = table height (cm): 5 - 10.

Chair group (letter) = chair height (cm): 3 - 10. Example: table height above floor level = 68 cm. 68: 5 - 10 = 3 (no remainder). Sequential number of letter B.

Seat spacing and differentiation play an essential role in ensuring the student has a comfortable reading and writing posture. Seat distance is the horizontal distance between the edge of the table facing the student and the edge of the seat. Correct fit is achieved by the so-called negative seat distance, at which the edge of the seat extends 3-6 cm beyond the edge of the table top. table), the student has to lean forward strongly, which increases the static load on the posture muscles and leads to rapid fatigue. The desks, that is, the table and the seat connected to each other, are arranged so that when the lid is closed, the seat distance automatically becomes negative (in this case, however, it is quite difficult to sit at the desk and get up because of it - you need to fold the lid so that the seat distance becomes positive ). If there are no desks in the classroom, but there are unconnected tables and chairs (and this is very often the case nowadays, even in primary grades), it is necessary that the student, having sat down, pushes the chair so that its edge is 3-6 cm went over the edge of the table. The teacher (especially in primary grades) should achieve the automatism of such a landing so that it becomes as comfortable and familiar as possible for the student. It is also very important at home to make sure that the student works with a negative seat distance.

Differentiation is the vertical distance between the edge of the table (desk) facing the student and the plane of the seat. It is clear that this value is a function of two variables: it will be large for a normal table height, but a low chair or a table that is too high and a normal chair, and vice versa. With large differentiation, the student is forced to raise his right shoulder high when writing, which can lead to a curvature of the spine with a bulge to the right side. With little differentiation, the student is forced to hunch over, which leads to the rapid development of fatigue.

Thus, the correct selection of furniture will provide the student with the most physiological upright seating position. It should be remembered, however, that long-term maintenance of even such a posture leads to muscle fatigue, to reduce which it is necessary to allow students to change their body position during the lesson (or create conditions for work, standing behind desks).

As for the rules for seating students, the main requirement is that the size of the furniture matches the height of the students. Usually, students in each class belong to at least 3-4 height groups, and therefore in each class (this is especially important for primary grades) there should be at least three groups of furniture. If there are difficulties with the selection of furniture, it is better to put the student at a table (desk) larger than required, rather than smaller.

When seating students, you need to take into account their state of health, namely: visual acuity, hearing and a tendency to colds. As you know, usually small children sit at the appropriate desks closer to the board, taller ones - at the back. In the case when a tall student has visual abnormalities (for example, myopia), it is advisable to move him closer to the board, behind the outer column, of course, with the desk he needs. It should be noted here that if the vision of such a student is corrected with glasses, then he may not be transplanted forward, but it is necessary to ensure that he uses glasses. In case of hearing loss (for example, in the case of otitis media), it is also advisable to transplant a tall student (together with the required desk) closer to the blackboard, but already behind a column close to inner wall class. It is undesirable to sit on the outdoor speaker unhardened, weakened, often catching cold students. Once a year (after the winter break), students who sit at the outermost speakers should be swapped without violating the principles of correct seating. Such a change of places, firstly, excludes the one-sided orientation of the head and body relative to the board, and secondly, it creates more uniform lighting conditions.

Bibliography:

"First of all, do no harm!" is a principle from the field of medical ethics. Real doctors do not always adhere to it in practice, but in itself a declaration of such a noble intention is a phenomenon in the highest degree gratifying.

In system school education there is no such principle at all. If a graduate wrote an exam test excellent, then the teacher can be justifiably proud of his professionalism. And the fact that the student has glasses on his nose, and almost a hump on his back - the teacher has nothing to do with this.

At any enterprise, workers are required (at least formally) to comply with safety measures. From a child, at school, they can demand anything, but not a careful attitude to their health. And yet, in my deep conviction, all school wisdom, taken together, is not worth a single diopter of spoiled vision, not a single degree of a curved spine.

There are many reasons why safety measures will never be introduced at school. The school educational process is already so ineffective that any additional "burden" will stop it completely. Even with homeschooling, safety is challenging.

Dad, can you watch cartoons?
- What letter did you learn to write today?
Silence.
- Did you actually write today?
- Not.
- So go, learn to write the letter "a" first. As soon as you write three beautiful letters in a row, then you can watch cartoons.

The child, extremely annoyed, leaves.

A few minutes later, I enter the nursery, and a heartbreaking sight is presented to my eyes. The room is twilight. Desk lamp off. The child sits with a crooked back, the raised shoulders are pressed to the ears, the elbows are hanging in the air, the nose is buried in the very sheet with the prescriptions. The writing table is littered with mountains of toys, books, pencils - there was hardly a place for writing, and then only, from the very edge, on top of some other pieces of paper. The tip of the new capillary pen is already worn out and looks like a bristle brush. It leaves a gnarled, ugly mark on the paper.

Drawing letters is such a difficult activity for a child that it absorbs all the resources of his attention, and they are no longer enough to monitor the correct posture. Teaching him to keep his posture is not an easy task. Honestly, I don't have ready-made solutions... It remains only to be patient and day after day, month after month, year after year, remind, exhort, admonish. But words do not always work, because the child may not even be aware of all his tightness. Then stroking and tapping are used - sometimes light, sometimes harder.

At first, you just have to sit next to and from time to time, with your own hands, set the naughty parts of the child's body into the correct position. Such is the parental destiny. No specialists - neither school teachers, nor leaders of early development groups - will do this boring business. Specialists, hiding behind their specialization, always have the opportunity to choose simpler and more interesting tasks for themselves. The tasks left unanswered fall exclusively on the shoulders of the parents.

Why, then, does the child always try to curl up while writing? I think this is because he unconsciously wants to get the best possible look at the line he is trying to draw. The closer the object is to the eyes, the more detailed it is perceived. Therefore, the child leans lower and lower until it reaches the limit of visual accommodation. As a result, the eyes become overstrained and the spine twisted.

It is no secret that it is the eyes and spine that are most at risk. So maybe the doctors who are in charge of these organs - ophthalmologists and orthopedists - can offer us some effective safety technique? - Unfortunately no.

I consider myself an expert on myopia prevention and have written extensively on this topic (see the How to Keep Children's Eyes Vigilant? Page and the links provided there). I have no experience in orthopedics. However, after the most cursory acquaintance with sites on orthopedic topics, it became clear to me that with scoliosis things are exactly the same as with myopia. The disease is incurable, the majority of the population suffers from it, its causes are unknown, preventive measures have not been developed. However, private medical centers cheerfully invite patients to their place, promising quick relief of the disease with new patented means. In short, I did not get the impression that orthopedists deserve more trust than ophthalmologists.

One thing remains - to call on common sense for help. It is most logical to resist the twisted spine by straightening it. So home children's sports complex as essential in teaching writing as paper and pen. I once went to the first sporting goods store I came across and bought the Junior sports complex.

If you plant a child behind desk it may not be so easy, then it is not a problem to drive it to the sports complex. Sometimes it is much more difficult to lure him out of there. And yet I allowed myself some "violence" at first.

I see you are sitting huddled up again, - I told my eldest son Denis. - Go now hang on the upper crossbar - straighten your spine.

Hanging on the bar from a habit is very difficult. We started at ten seconds and without the slightest enthusiasm. But gradually the instincts of distant ancestors woke up in the children, and they became addicted to long "walks" on the upper rungs, hanging on their hands, with the same swaying and antics as monkeys in the zoo.

Note that Glen Doman was very supportive of this method of transportation. Although I consider him a hoaxer, I must nevertheless admit that many of his ideas are firmly entrenched in my mind. The opinion of orthopedic specialists about children's sports complexes is unknown to me. Entering the keywords "orthopedist" and "children's sports complex" into a search engine gave practically nothing. Perhaps we can consider this good sign: This indirectly indicates that children who have a sports complex in their apartment do not go to see orthopedists.

05/20/07, Leonid Nekin, [email protected]

Guidelines for the prevention of visual impairment in children preschool age and in years schooling... Ministry of Health. USSR, 1958.

A school desk, by its design, should not only ensure the correct seating of children, but also encourage them. This is possible only if its size is well matched to the student's height. The main challenge in designing a school desk is to provide a fit that requires minimal muscle effort to maintain. If the center of gravity of the body, located in front of the lower thoracic vertebrae, is located above the fulcrum of a seated person, if at the same time part of the body's gravity is transferred to an additional support (the back of the desk), then the position of the body is stable, and muscle efforts are minimal. In such conditions, it is easier to keep the head straight, and the back muscles are less tired. Therefore, in the presence of constant pedagogical control, children cannot develop the habit of reading and writing with a strong tilt of the torso and head. To achieve this goal, the sizes of desks and their individual parts must match the height of the students.

Currently, there are 12 sizes of desks designed for height groups of children from 110–119 to 170–179 cm. The rear edge of the desk cover should extend over the front edge of the desk seat by 4 cm (the so-called negative distance of the desk seat). (Distance from the back edge of the desk lid to the seat (vertical).) This feature of desks is important as it forces the students to sit up straight. So, the height of the desk and its seat, differentiation and distance are the main elements of the school desk, which should be in accordance with each other and the growth of students. In fig. 150, these relationships are shown for different student desk numbers.

Rice. 150. The size of the standard partitions is from No. VI to XI.
A - horizontal board of the desk cover; B-C - inclined board (B - fixed part, C - rising part); E - side racks; F - runners-bars; D - bench back: in profile and height, it corresponds to the lumbar bend of the spine. The student transfers part of the weight of the body to it when supporting. D - bench seat: the shape of the seat matches the shape of the thigh. This contributes to a more stable fit of the student. CG - center of gravity; TO - fulcrum. If these dimensions are not observed (especially with zero or positive distance) and the height of the desk does not match the height of the student during the class, the position of the center of gravity of the body changes. This leads to unnecessary muscle strain and overall fatigue. In turn, this usually causes the eyes to be too close to the text and predisposes to the formation of an elongated eye shape, i.e., to axial secondary myopia. Correct seating of children on desks should be carried out annually in accordance with their height. (According to A. F. Listov, the number of the desk can be determined by subtracting the number 5 from the first two numbers of growth. For example, with a height of 163 cm, the number of the desk is 11, with a height of 135 cm, the number of the desk is 8, etc.)

Rice. 151. Correct seating of a student when reading and writing.

It is necessary to observe the following rules of correct landing (Fig. 151 a and b): 1. sit upright, tilt your head slightly forward; 2. lean your back on the back of the desk; 3.To keep the torso, head, shoulders parallel to the edge of the desk, not tilting to the right or left. There should be a palm-width distance from the chest to the edge of the desk; 4. put your feet on the floor or on a footrest, bending them at a right or slightly larger angle (100–110 °). It is very important that the lid of the study desks is slightly inclined (12-15 °). This tilt of the desk top and a slight tilt of the head allow one to consider individual parts of the text at the same distance, which is impossible without additional tilt of the head and body, if you read a book located on the table. Therefore, it is advisable that students during homework use music stands or folding type (Fig. 152),

Rice. 152. Folding music stand for schoolchildren.

or constant (Fig. 153).

Rice. 153. Standing table music stand for schoolchildren.

The position of the notebook during writing is also of great importance. It depends on what the direction of the handwriting is. The old controversial issue of oblique or straight handwriting has not yet been resolved (see below). With oblique handwriting, the notebook should lie on the music stand against the middle of the body and obliquely (at an angle of 30–40 °) in relation to the edge of the desk or table. With oblique writing, it is not very easy to maintain the correct position of the shoulders and torso (parallel to the edge of the table). The result is a tilt of the torso, which entails lateral curvature of the spine. With straight handwriting, the notebook should lie against the body without any inclination in relation to the edge of the desk or table. When moving from one line to another, it is necessary to move the notebook upward so that the distance from the eyes does not change. In the Soviet school, oblique writing with an inclination of 10-15 ° is generally accepted, which makes it possible to use the advantages of both oblique and direct writing. It is necessary to teach children not only the correct fit, but also the correct position of books and notebooks during classes.

how to make a desk less comfortable, without a back, but by yourself.

Dimensions, height and backrest are important. Correct and incorrect landing at school desks (from left to right):
with a low table and a positive seating distance;
with a low table and a low bench;
at a high table
and at a table of appropriate sizes.

The spine in an adult has three curvatures. One of them - the cervical - has a bulge forward, the second - the thoracic - is turned backward, the third - the lumbar curvature is directed forward. In a newborn, the spinal column has almost no bends. The first cervical, curvature is formed in a child even when he begins to hold his head on his own. The second in order is the lumbar curvature, the bulge also facing forward when the child begins to stand and walk. The thoracic curvature, facing backward with a bulge, is formed last and by 3-4 years the child's spine acquires curves characteristic of an adult, but they are not yet stable. Due to the high elasticity of the spine, these bends are smoothed out in children in the supine position. Only gradually, with age, the curvatures of the spine become stronger, and by the age of 7, the constancy of the cervical and thoracic curvature is established, and by the onset of puberty, the lumbar.
...
These features of the development of the spine of a child and adolescent determine its easy compliance and possible curvature in case of incorrect body positions and prolonged stresses, especially unilateral ones. In particular, the curvature of the spine occurs when the seat is improperly placed on a chair or at a desk, especially in cases where the school desk is improperly arranged and does not correspond to the height of the children; Curvature of the spine can be in the form of bending of the cervical and thoracic parts of the spine to the side (scoliosis). Scoliosis of the thoracic spine is most common in school age as a consequence of improper landing. Anteroposterior curvature of the thoracic spine (kyphosis) is also observed as a result of prolonged incorrect seating. Curvature of the spine can also be in the form of excessive bending in the lumbar part (lordosis). This is why school hygiene places such great importance on a properly arranged desk and places strict demands on the seating of children and adolescents ...

These were Stalinist sanitary standards... But they were cleverly revised when the situation in the country changed.

In the 1970s and 1980s, as part of hidden creeping sabotage, Erisman's child-friendly and practical school desks were replaced by flat tables with separate chairs.

This was done on the highest level Ministry of Education on the basis of the following alleged "research". The text of the commissioned "research" was accidentally saved in one place on the web. (How the school curriculum changed after 1953, read in other forum topics)

Here it is, a long commissioned study, but it must be left for history.

Changes in student posture when using different types of school furniture

As you know, primary school students (especially the first grades) experience a large static load during classes, since for a long time, and sometimes the entire lesson, they have to sit relatively still. If, while sitting, students take the wrong posture, then the load becomes even greater, which leads to a number of undesirable consequences (increased fatigue, visual impairment, incorrect posture). Incorrect sitting posture can be caused, in particular, by the use of unsuitable (in size, construction) school furniture.

Many authors point to a certain correlation between poor posture of students and their improper seating caused by the use of unsuitable furniture in schools.

In school practice before recent years Of the various types of school furniture used in classrooms, the most common is the Erisman desk, the dimensions of which were legalized by GOST.

The dimensions of the main elements of the desk and the fixed distance between the table and the bench provide the best physiological and hygienic conditions for students to work. When exercising at a desk, the following are provided: a straight fit, which least of all causes an asymmetry in the tone of the muscles of the trunk, and, consequently, deviations in the position of the spinal column; constant distance from the eyes to the object in question; favorable conditions for breathing and blood circulation.

In connection with the organization of extended day schools and the widespread introduction of self-service, educational furniture is required that has the greatest possible portability and mobility, which allows you to quickly and easily transform the classroom.

In a number of new-built schools, instead of desks, tables and chairs are used not only for equipping classrooms for senior classes, but also as the main school furniture in primary grades. At the same time, the question of the advisability of replacing desks with tables and chairs in primary schools is still open.

The absence of a rigid connection between the table and the chair allows students to freely change the seating distance. Changing the sitting distance to zero and positive leads to the fact that when writing, students take the wrong posture and cannot use the back as additional support. This increases the already high static load experienced by the body during prolonged sitting.

A change in the distance from negative to positive causes abrupt changes in posture: the center of gravity moves, the muscle effort required to maintain the core in the correct position increases, which allows the student to work without much stress both during a 45-minute lesson and throughout the day. In addition, changing the distance can lead to the adoption of a reclining posture. Long-term sitting in an inclined position increases the static load, causes congestion in the joints and muscles, and leads to compression of internal organs. Students are forced to use the tabletop as additional support.

Compression of the abdominal organs creates the prerequisites for a slowdown in venous blood flow, leads to a decrease in juice secretion and a weak advancement of food masses in the gastrointestinal tract.

In a person in a sitting position with a sharp bend forward, the chest excursion decreases, which reduces pulmonary ventilation.

According to GF Vykhodov, many students who lean against the edge of the table while exercising with their chest, have a decrease in the minute volume of pulmonary ventilation (up to 75% compared to the level of pulmonary ventilation in a standing position) and the level of blood oxygenation.

In the available literature, there are no studies aimed at studying the effect of exercising at tables and chairs on performance, the state of the musculoskeletal system and vision of primary school students. Therefore, the question of the admissibility of the use of tables and chairs demanded a special study.

First of all, it was necessary to obtain initial data on the state of posture and vision in primary school students, whose classrooms are equipped various furniture, and establish weather observations for these students.

It was also important to find out if studying at tables and chairs (all other things being equal) is more tiring for elementary school students than studying at a desk.

The initial data on the state of posture and vision were taken from students in grades I-II of two schools in Moscow - school No. 702, equipped with desks, and school No. 139, equipped with tables and chairs. Subsequent examinations of these students were carried out twice a year - in autumn and spring. A total of 1100 students were monitored, who were distributed as follows.

In addition, at school No. 702, under the conditions of a natural experiment, students of one first grade in the dynamics of the school day were studied: general working capacity - by the method of dosing work in time using correction tables and the latent period of the visual-motor reaction - using Witte's chronoscope.

Throughout the entire school day, actography was carried out in the same class, which made it possible to objectively record the number of movements performed by students during classes at a desk or at a table and chair.

Pneumatic sensors were installed on the seats, chair backs and desk benches, on the inner surface of the table covers. Changes in the pressure in the system, arising with each movement of the student, were recorded on the tape of the actographer. The actuator motor provided a constant tape drive speed of 2.5 cm / min. The furniture number corresponded to the main body height of the students. Children under supervision were interviewed during the lesson by the teacher on an equal basis with other students, but they answered without getting up, which was dictated by the need to exclude from the records on the actograms those movements that are not directly related to the training sessions in a sitting position. All studied first-year students had an ordered daily routine. We got up in the morning at 7-7 o'clock. 30 minutes, went to bed at 20-21 pm, had enough time in the air during the day, regularly ate food at home, and at school during the big break received a hot breakfast. During the observation period, all students did well and moved to grade II.

Before starting the experiment, the children were explained why it was necessary to observe the correct seating position, and particular attention was paid to maintaining a negative sitting distance. In addition, during the lesson, students received instructions from the teacher to observe the correct fit.

It is known that with the growth of fatigue, the student is increasingly distracted from the pedagogical process, often changes his body position. So, according to L. I. Aleksandrova, the number of students distracted from classes gradually increases from the first to the fourth lesson and reaches 70% in the last hour of classes.

Such "motor restlessness" of children is then often replaced by lethargy, drowsiness, which is a manifestation of protective inhibition that develops in the neutral nervous system.

It can be assumed that due to the additional static load caused by the possibility of an arbitrary change in the sitting distance, the body's fatigue under the influence of educational work will develop more intensively.

The experiment described was started in the second half of the school year, which made it possible to avoid many various factors that affect the motor activity of students in the first year of schooling during the lesson, such as: different levels of literacy of children at the beginning of the year, their lack of habit of assiduous studies and instability of attention ... In the second half of the year, all the studied groups of students were able to read fluently and counted well (they were able to perform 4 arithmetic operations within 20). Discipline in the class was good. The experiment involved 25 students, each of them was studied during the entire school day and school week. In the classroom, the relative constancy of the air-thermal and light modes was maintained. All students taking part in the experiment took turns sitting first at a desk, and then at a table and chair adapted for actography. This allowed us to eliminate the influence individual characteristics each student on the indicators of upright standing stability.

Stability of upright standing. The stability of the upright position was determined using the stabilograph as follows: the student stood on the platform of the stabilograph so that the feet were located within the contours indicated on the platform. The stabilograph platform is a receiving part of the device; it is made of two steel plates, between which sensors are placed in the corners. An increase or decrease in the load on the elastic sensor entails deformation of the latter. These deformations transform into changes electrical resistance.

The stabilography technique was used as a kind of "functional test", revealing the state of the motor analyzer.

In a sitting position, the center of gravity of the body is located between the IX and X thoracic vertebrae, and the points of support are in the region of the ischial tubercles of the iliac bones. Since the center of gravity of the trunk is higher than its fulcrum, the student's body is in a state of unstable balance. To maintain the trunk in an upright position, the cervical muscles, the long and wide muscles of the back, and the rhomboid muscles are involved.

These muscle groups are in a state of activity when sitting for a long time. In the studies of A. Lunderfold and B. Akerblom, it is indicated that when the body is tilted, in a sitting position, the bioelectric potentials of all groups of back muscles sharply increase. In a sitting position with an incorrect seat distance, the child's body just takes a tilted position.

Oscillations of the body while standing are of a very complex nature. The center of gravity can change its position under the influence of respiratory movements, heart activity, movement of fluids within the body, etc.

In the process of standing up, as a reflex act, almost all afferent systems take part: muscular feeling, vision, vestibular apparatus, pressoreceptors and tactile endings, although it has not yet been clarified which of the mentioned sense organs plays the leading role. In any case, it is difficult to imagine that this complex reflex act does not reflect the processes of fatigue developing in the child's body. It is known from the literature that graphical recording of body vibrations has long been used in order to study the effect of various factors on the body. external environment.

Observing the landing of students. At school No. 139, where classrooms are equipped with tables and chairs, in grades I-III, special observation was made of the posture of students during classes. Throughout the lesson, your proctor recorded how often the students changed the position of the chair in relation to the table. For these purposes, lines were drawn on the floor of the classroom according to the position of the chair in positive, zero and negative sitting distances, which made it possible to simultaneously observe 10-20 students. The position of the chair relative to the table was noted every 5 minutes in writing, arithmetic, reading, labor and other lessons. The alternation of lessons every day of the week was the same.

Keeping distance. Registration of the position of the chair in relation to the edge of the table made it possible to obtain data indicating that the bulk of students maintain a negative distance during the lesson. In writing, arithmetic and reading lessons, the number of students keeping the correct distance remains the same all the time. Only in labor lessons (modeling, sewing) does the sitting distance change with approaching zero, which is directly related to the nature of the labor lesson. From the first year to the third year, the number of students observing the correct seating distance of the chair increases.

Change in motor restlessness. The actotrophy data made it possible to trace in dynamics the "motor anxiety" of students during training sessions when they used desks, tables and chairs as the main educational equipment.

On each day of the week, students sitting at a desk, table and chair performed the same number of movements, the differences are insignificant. In both compared groups, the number of these movements increases by the end of the week. Moreover, in the first three days of the week, the number of movements performed is kept approximately at the same level, the existing differences are unreliable.

The absence of significant differences between the averages made it possible to combine all the data for three days and obtain a single initial value of the number of movements characteristic of the first half of the school week. When comparing the initial average and averages typical for the following days of the week (Thursday, Friday, Saturday), we received data indicating that the number of movements from Thursday to Saturday increases significantly. This phenomenon is probably a consequence of increasing fatigue towards the end of the week.

As already noted, there was no significant difference in the number of movements performed by students depending on the type of furniture used, both during one school day and throughout the week. This suggests that the number of movements made by students from the beginning to the end of the week increases with the same intensity regardless of the type of furniture used for classes. In addition to recording changes in the load falling on the pneumatic sensor of the desk seat or chair, the load on other sensors was simultaneously recorded, recording movements associated with the use of the back of the bench (chair) and the cover of the desk (table) as additional supports.

Processing of records in leads from pneumatic sensors located under the table top showed that movements in their frequency and amplitude remained the same throughout the entire lesson and did not change significantly from lesson to lesson. The nature of these movements was determined by the work of the students: dipping a pen into an inkwell, unfolding the alphabet, sticks, etc. The records from the sensors of the back (bench and chair) took into account movements with a large amplitude (over 4 mm). Oscillations of such an amplitude are associated with a sharp deformation of the pneumatic sensors at the moment when the child leaned back on the back of a bench or chair. Such movements characterized periods of "relative immobility" over time.

Actographic data suggest that a more frequent change in posture is the most favorable way to relieve the developing fatigue as a result of the additional load associated with prolonged sitting.

The types of furniture we investigated equally provide students with the opportunity to frequently change their body position while sitting.

General performance. Indicators of the "general" working capacity of first grade pupils during the school day did not change significantly.

The dynamics of performance indicators of visual-motor reactions of students working at tables and chairs was the same as for those working at a desk.

The absence of significant changes in the indicators of the so-called "general" working capacity and the value of the latent period of the visual-motor reaction in students from the beginning of the school day to the end of it, apparently, is explained hygienically the right organization the pedagogical process: the construction of lessons of the "combined" type, inclusion in the mode of training sessions at the time of decrease in the working capacity of rhythm, work, physical education - a qualitatively different activity in comparison with lessons in general education subjects.

Apparently, against the background of a rational daily routine, a small number of lessons, a hygienically correctly organized pedagogical process, the static effort spent by the body to maintain a straight or slightly inclined position of the body is not excessive for a seven-year-old child and does not affect his performance.

Stabilography was carried out on students in grades I-III in addition to actographic studies.

The analysis of stabilographic data showed that the average amplitude of the displacement of the projection of the general center of gravity in students of grades I-II and III from the beginning of the lessons to the end of them changed significantly, moreover, for the same students working with compared types of furniture, these changes were unidirectional, without significant differences.

The oscillation frequency for a certain period of time and the ratio of the oscillation amplitude of the projection of the general center of gravity of students in a standing position with open and closed eyes did not change significantly.

In the fluctuations of the projection of the general center of gravity, students show certain age differences: the average amplitude of the deviation of the projection of the general center of gravity decreases with age.

A number of authors point out that a person's resistance to standing up changes with age. Back in 1887, G. Hindsdale established, after conducting a study on 25 girls aged 7-13 years, that the amplitude of body oscillations in children is greater than in adults.
At a later time, many authors noted age-related changes in the indicators of upright standing, and at a young age either they were large in their amplitude of fluctuations, or the length of the ataxiometric curve increased. Stability of upright standing increases significantly in children from 5 to 7 years old. According to V.A.Krapivintseva, the amplitude and frequency of body oscillations decrease with age (girls from 7 to 15 years old).

At the age of 7 to 10 years, the stability of the body when standing up is the smallest, up to 11 years old it increases slightly, and only at 14-15 years old this indicator reaches a level close to that of adults. An increase in the stability of upright standing from younger age to the older is associated with an increase in the area of ​​support (the length of the feet becomes larger with age), the general center of gravity is gradually shifting from the level of IX-X thoracic vertebrae to the level of the second sacral vertebra. At school age functionality muscles change, strength, endurance increase, and at the age of 14-15 these changes generally end. According to L.K.Semenova, the muscles of the back and abdominal muscles, on which the static load falls mainly during sitting, are finally formed only by the age of 12-14. The gradual formation of the muscular apparatus increases the stability of the upright position.

V.V.Petrov pointed out the dependence of uprightness on the subject's state of health and mood. L.V. Latmanizova found that people with disabilities in a state nervous system the frequency of body vibrations is higher than that of healthy people. E. Kushke noted that when you concentrate on standing, body vibrations decrease, but then fatigue sets in faster and the amplitude of oscillations increases. A.G. Sukharev investigated the process of fatigue during the work of senior schoolchildren at a drawing table of various heights and found that the amplitude of body vibrations increases with incorrect postures, contributing to a rapid increase in fatigue. Analyzing the data obtained by us in the experiment, we came to the conclusion that the fact of an increase in the amplitude of fluctuations in the general center of gravity in students from the beginning of lessons to the end of them indicates an increase in the processes of fatigue during the school day. Moreover, given the complex reflex nature of upright standing, it can be assumed that this indicator reflects the state of not only the muscular apparatus, but also the higher parts of the nervous system. The absence of significant differences in stabilographic indices among the same students working at desks, tables and chairs suggests that the compared types of educational furniture do not have a different effect on primary school students. This fact is consistent with evidence that the overwhelming majority of students maintain the correct seat distance for a chair.

The increase in the amplitude of fluctuations in the general center of gravity in students from the beginning of the lesson to the end of the lesson and the absence of differences in this indicator when using different types of furniture is clearly visible on individual stabilograms.

Boy Vanya K., 8 years old, student of the 1st grade, average physical development, average academic performance. When studying at a desk, a stabilotram was recorded before lessons and after lessons. In all stabilograms, the oscillation of the general center of gravity is first recorded when standing with open eyes(30 sec), then with closed ones (30 sec). After classes, an increase in the frequency and amplitude of oscillations is observed. In the same student, when studying at a table and a chair, we see similar changes from the beginning of classes to the end of them. There are no differences in these indicators when practicing compared types of furniture. This is confirmed by the processing of all data by methods of mathematical statistics.

Posture. In schools equipped with different types of furniture, Special attention was given to the state of posture of students. Posture was assessed by a subjective-descriptive method, as well as objectively, by changing the depth of the cervical and lumbar spine curves. The deviation of the depth of the cervical and lumbar bends from the average values, taken as the norm for the corresponding age-sex groups, was regarded as an indication of posture disorders.

Comparison of the observation results showed that 30% of students entering the 1st grade already have some kind of posture disorder. Similar data were obtained by A. G. Tseitlin and G. V. Terentyeva. In the group of children with impaired posture, rickets are observed in a significant number of cases. Over the course of three years of study, the frequency of posture disorders slightly increases, reaching 40% in grade III. For students studying in schools with comparable types of classroom furniture, these changes are unidirectional.

Conclusions:

The above facts indicate that:

1) the constant use of tables and chairs in primary school does not contribute to more frequent violations of posture among students;

2) the use of tables and chairs as educational furniture does not impair the usual dynamics (hourly, daily and weekly) of changes in the functional state of the central nervous system of students;

3) the results of all the studies and observations described in this work make it possible to consider the equipment of classrooms of elementary school students with tables and chairs, as well as desks, as permissible;

4) when using tables and chairs, the teacher must constantly pay special attention to the students' observance of the negative distance of the chair seat during writing and reading.