The active formation of the child's skeleton falls just in the school years. That is, at a time when a person most spends time at school for lessons. Therefore, it is very important for a student to know how to sit at a desk correctly. Otherwise, the consequences will be sad. The least that threatens children is bad posture and.
Why Proper Sitting is Important
The spine of each person has several. This is necessary to evenly distribute the load when walking upright. But bones complete their formation after adolescence, and in the process of growth they are still too soft and prone to deformation. The back muscles that support the spinal column in the desired position are still weak, and if you sit incorrectly or sleep on a surface that is too soft, the spine is deformed.
Most of all, the curvature contributes to improper sitting. It is not surprising that with primary school Children are diagnosed with scoliosis. Kyphosis and lordosis are diagnosed less frequently, and poor posture is diagnosed in almost everyone. The exception is children who go in for sports, dancing, classical choreography.
Poor posture always causes muscle pain. Poor circulation in the neck provokes headaches. Due to the stoop, the lungs are compressed, therefore the depth of inspiration 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 squeezed.
All these deviations cannot be called critical, they are not diseases. However, deviations in work internal organs- risk factor. Tendency to bronchitis, gastritis, diseases of the gallbladder - in many cases, the reason for this is the wrong position of the body at the table. Therefore, adults should know how to properly teach a child to sit (see).
How to sit during class
- The back and hips should be at a right angle.
- The knees are bent at a right angle.
- Feet are on a stand, not hanging in the air.
- The neck is straight.
- The back touches the back of the chair, does not bend.
- Shoulders are deployed.
- Elbows on the table.
These recommendations must be observed at school and at home, always, no matter what the child is doing. But to make it easier to sit, parents must provide their child the right furniture- it is impossible to maintain good posture when sitting at a table that is too high or on the wrong chair.
How to choose furniture for a child
For the child to sit comfortably, you need to pick up right table. You should focus on school desks - they have optimal height and the tabletop is set at a slight slope. This table top position allows you to write comfortably without having to lean forward or slouch your shoulders. For the home, to ensure the correct position of the back while sitting, you need to look for a table with the same top. A good option is transformers, in which the countertop can change its position.
Naturally, a suitable table height is also selected. A suitable option would be one in which the child will sit upright with his hands on the table, bending his elbows correctly. It is advisable to buy a model with adjustable height, in this case, you do not have to update the furniture year after year, the table will "grow" with the student.
You need to pay attention to the color of the furniture. The best option is pastel shades or wood grain. Too much dark color will absorb light rays, too light or bright - reflect, and both options are not suitable for the child, as his eyes will quickly tire.
For correct posture the chair is also important. 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 torso of the sitting baby itself assumes a physiological position. The height of the chair should be adjustable, preferably a footrest, for greater comfort.
How to teach a toddler to sit
School is school, but the skills of proper sitting and posture should be inculcated with more early age. You need to know how to properly teach your baby to sit. Constant reminders to "straighten your back, sit up straight, don't slouch" are ineffective.
In order for the baby to keep his back evenly, you need to provide him with appropriate furniture. Yes, if not “adult”, but correct. The chair plays the main role in shaping the posture of preschool children - let it be orthopedic. If there is 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, it is very useful to go barefoot, where possible. 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 the child how to sit correctly in a chair or on a sofa - where there is no orthopedic back, but there are all the conditions to “fall apart”. No, the baby should not always sit “on the 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.
Read about: the main indications, how to choose and wear a device.
Parents take note! different ages.
Requires sports or dancing. Everyone needs them, and not just for posture. General strengthening of the body, regular physical activity - this is what every child needs.
But for the formation of the 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 for the prevention of scoliosis.
And gymnastics or dancing perfectly form posture - classical choreography, ballroom or folk. 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. Besides, it's also good exercise stress, which has a beneficial effect on the development of the child, making his body stronger, more flexible and plastic.
Landing rules when writing
1. In order for your back to remain flat, your eyes to be sharp, and beautiful, even letters to turn out in your notebook, at your desk you need:
Sit straight;
Lean back on the back of a chair;
Do not lean on the table with your chest;
Keep your legs straight, feet on the floor or stand;
Keep the torso, head, shoulders straight;
Put both hands on the table so that they rest on the edge of the table, and the elbows protrude beyond the edge of the table;
Hold the notebook with your left hand (if you are right-handed) and with your right hand (if you write with your left hand);
Write straight, and the slope will be created due to the inclined position of the notebook.
2. Do you know how to hold a pen correctly?
Let's imagine that there is a "cushion" on the middle finger of the right hand:
On this "cushion" we lay the handle.
Forefinger and thumb grab the handle from above:
The distance from the very tip of the pen to the tip of the index finger (distance X in the figure) should be approximately 15 mm. If the distance is too small or too large, the hand will be tense when writing.
Well? Ready to go? Then...
Sit up straight, feet together
Let's take a notebook under the slope.
Left hand in place
Right hand in place
You can start writing!
On the topic: methodological developments, presentations and notes
"Sit right" rules for seating at a desk.
The presentation will tell pupils of the 1st grade about how to sit at the school desk correctly and how incorrectly.
The purpose of the meeting: to acquaint parents of students with the most common diseases of students in school and measures to prevent them....
Rules for landing during classes
The material presents the rules for landing students during classes. These rules can be used at the beginning of a lesson or at other stages in grades 1-4....
"Lesson" technology "Crazy Hands", or back to school!
"Lesson" was implemented on the day open doors in BOU "Secondary School No. 47 UIOP". Participants: parents and children of grades 1 and 5 (55 people in total). Purpose: to involve parents in direct creative activity with children ...
“First of all, do no harm!” is a principle from the field medical ethics. Real doctors do not always adhere to it in practice, but in itself the declaration of such a noble intention is a phenomenon in the highest degree gratifying.
In system school education there is no such principle. If a graduate wrote an excellent examination paper, then the teacher can rightfully be proud of his professionalism. And the fact that the student has glasses on his nose, and almost a hump on his back - the teacher does not care about this.
At any enterprise, employees are required (at least formally) to comply with safety regulations. From a child at school, they can demand anything, but not careful attitude to their health. And meanwhile, 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 a school will never introduce safety precautions. The school educational process is already so inefficient that any additional "burden" will stop it completely. Even with homeschooling, safety is not easy to follow.
Dad, can I watch cartoons?
- And what letter did you learn to write today?
Silence.
- Did you write at all today?
- Not.
- So go ahead, learn how 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 my eyes are greeted with a heartbreaking sight. The room is dim. Desk lamp off. The child sits with a crooked back, raised shoulders are pressed to the ears, elbows hang in the air, the nose is stuck in the very copy sheet. The writing table is littered with mountains of toys, books, pencils - there was barely a place for copybooks, 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 clumsy, ugly mark on paper.
Drawing letters is such a difficult task 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. To be honest, 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 stronger.
At first, you just have to sit nearby 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 lot of parenting. No specialists - neither school teachers, nor leaders of early development groups - will deal with this tedious business. Specialists, hiding behind their specialization, always have the opportunity to choose simpler and more interesting tasks for themselves. The tasks that remain unresolved fall solely on the shoulders of the parents.
Why, then, during a lesson in writing, the child certainly strives to curl up? I think this is because he unconsciously wants to see as best as possible the line he is trying to draw. The closer an object is to the eyes, the more detailed it is perceived. Therefore, the child leans lower and lower until he reaches the limit of visual accommodation. As a result, the eyes are strained and the spine is twisted.
It's 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 - oculists and orthopedists - can offer us some efficient technique security? - Unfortunately no.
I consider myself an expert on myopia prevention and have written extensively on the subject (see the How to Keep Children's Eyes Clear? page and the links provided there). I have no experience in orthopedics. However, after the most cursory acquaintance with the sites of orthopedic subjects, it became clear to me that things are exactly the same with scoliosis as with myopia. The disease is incurable, the majority of the population suffers from it, its causes are unknown, and preventive measures have not been developed. At the same time, private medical centers are cheerfully inviting patients to their place, promising quick relief of the disease with new patented remedies. In short, I did not get the impression that orthopedists deserve more trust than ophthalmologists.
It remains one thing - to call for help common sense. It is most logical to resist the curvature of the spine by straightening it. So home children's sports complex just as necessary in learning to write as paper and a pen. I once went to the first sporting goods store I came across and bought the Junior sports complex.
If it may not be so easy to put a child at a desk, then driving him to a sports complex is no problem. Sometimes it is much more difficult to lure him out of there. And yet, at first, I allowed myself some “violence”.
I see you are sitting crouched again, - I said to my eldest son Denis. - Come on, now hang on the top bar - straighten your spine.
Out of habit, hanging on the crossbar is a very difficult task. We started with 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” along the upper rungs, hanging on their hands, with the same swaying and antics, like the monkeys in the zoo.
I note that Glen Doman was very much in favor of this method of transportation. Although I consider him a hoaxer, I must still admit that many of his ideas are firmly planted 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 the search engine yielded practically nothing. Perhaps this can be considered a good sign: this indirectly indicates that children who have a sports complex installed in their apartment do not go to see orthopedists.
05/20/07, Leonid Nekin, [email protected]
Guidelines for Preventing Visual Disorders in Children preschool age and in the years schooling. Ministry of Health. USSR, 1958.
A school desk, by its design, should not only ensure the correct seating of children, but encourage them to do so. This is possible only if its size is in good agreement with the growth of the student. The main task in the design of the school desk is to provide such a fit, which 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 the 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. Under such conditions, it is easier to keep your head straight, and your back muscles get less tired. Therefore, in the presence of constant pedagogical control, children cannot develop the habit of reading and writing with a strong inclination of the torso and head. To achieve this goal, the sizes of desks and their individual parts must correspond to the growth of students.
Currently, school desks are produced in 12 sizes, designed for height groups of children from 110-119 to 170-179 cm. (The distance from the rear edge of the desk cover to the seat (vertically).) This feature of desks is important because it forces students to sit upright. So, the height of the desk and its seat, differentiation and distance are the main elements of the study desk, which must be in line with each other and the height of the students. On fig. 150 these relationships are shown for various numbers of training desks.
A - horizontal board desk covers; B-C - inclined board (B - fixed part, C - rising part); E - side racks; Zh - runners-bars; G - the back of the bench: in profile and height, it corresponds to the lumbar curve of the spine. On it, the student transfers part of the weight of the body during support. D - bench seat: the shape of the seat corresponds to the shape of the hip. This contributes to a more stable landing of the student. CG - center of gravity; TO is the point of support. If these dimensions are not observed (especially at zero or positive distance) and the height of the desk does not correspond to the height of the student during classes, the position of the center of gravity of the body changes. This leads to excessive muscle effort and general 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. Proper seating of children in desks should be carried out annually in accordance with their height. (According to A.F. Listov, the desk number can be determined by subtracting the number 5 from the first two growth numbers. For example, with a height of 163 cm, the desk number is 11, with a height of 135 cm, the desk number is 8, etc.)
Rice. 151. Correct fit student in reading and writing.
Must comply following rules correct landing (Fig. 151 a and b): 1. sit straight, tilt your head very slightly forward; 2. lean back on the back of the desk; 3. keep the torso, head, shoulders parallel to the edge of the desk, without tilting to the right or left. From the chest to the edge of the desk there should be a distance of the width of the palm; 4. put your feet on the floor or on the footrest, bending them at a right or slightly greater angle (100–110°). It is very important that the cover of the study desks is slightly inclined (12–15°). This inclination of the desk lid and a slight inclination of the head make it possible to view individual parts of the text at the same distance, which is impossible without an additional inclination of the head and torso when reading a book located on the table. Therefore, it is desirable that students use music stands or a folding type during homework (Fig. 152),
Rice. 152. Folding music stand for schoolchildren.
or permanent (Fig. 153).
Rice. 153. Permanent desktop music stand for schoolchildren.
The position of the notebook while 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 been resolved to this day (see more on this 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. When writing obliquely, 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 an inclination of the torso, which entails lateral curvature of the spine. With a 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, you need to move the notebook up so that the distance from the eyes does not change. In the Soviet school, oblique writing with a slope of 10–15 ° is generally accepted, which allows you to use the advantages of both oblique and direct writing. It is necessary to teach children not only the correct landing, 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 back are important. Correct and incorrect seating at school tables (from left to right):
with a low table and a positive seating distance;
with a low table and a low bench;
at the high table
and at a table of appropriate size.
The spine in an adult has three curvatures. One of them - the cervical - has a bulge forward, the second - the thoracic - is bulging back, 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 already when he begins to hold his head on his own. The second in order is the lumbar curvature, which also faces forward with a bulge when the child begins to stand and walk. The thoracic curvature, bulging backwards, is the last to form, and by the age of 3-4 years, the child's spine acquires curves characteristic of an adult, but they are not yet stable. Due to the great elasticity of the spine, these curves are smoothed out in children in the supine position. Only gradually, with age, the curvature of the spine becomes 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 curvature.
...
These features of the development of the spine of a child and adolescent cause its slight compliance and possible curvature in case of incorrect body positions and prolonged stress, especially unilateral. In particular, curvature of the spine occurs when sitting incorrectly 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 children; Curvature of the spine can be in the form of a curvature of the cervical and thoracic parts of the spine to the side (scoliosis). Scoliosis of the thoracic spine most often occurs at school age as a consequence of improper seating. Antero-posterior 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 curvature in the lumbar region (lordosis). This is why school hygiene is so great importance a properly arranged desk and imposes strict requirements for the seating of children and adolescents ...
They were Stalinist sanitary norms. But they were deftly revised when the situation in the country changed.
In the 1970s and 1980s, as part of a covert creeping sabotage, Erisman's child-friendly and practical school desks were replaced with flat tables with separate chairs.
It was done on highest level Ministry of Education on the basis of the following alleged "study". The text of the commissioned "research" was accidentally saved in one place on the net. (how did it change school program after 1953, read in other forum topics)
Here it is, a long commissioned study, but for the sake of history it must be left.
Posture changes in students when using different types of school furniture
As you know, students elementary school(especially the first classes) experience a large static load during classes, because for a long time, and sometimes for the entire lesson, they have to sit relatively still. If students take the wrong posture while sitting, the load becomes even greater, which leads to a number of undesirable consequences (fatigue, visual impairment, incorrect posture). Incorrect sitting posture may be due, in particular, to the use of unsuitable (in size, design) school furniture.
Many authors point to a certain correlative relationship between the poor posture of students and their incorrect fit, due to the use of unsuitable furniture in schools.
In school practice recent years from various types school furniture used in classrooms, the Erisman-type desk is most common, 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: direct landing, which least of all causes asymmetry in the tone of the muscles of the body, 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 circulation.
In connection with the organization of schools with an extended day and the widespread introduction of self-service, educational furniture is required that is as portable and mobile as possible, which allows you to quickly and easily transform the classroom.
In a number of new schools, instead of desks, tables and chairs are used not only to equip the classrooms of the senior classes, but also as the main school furniture in primary school. At the same time, the question of the expediency of replacing desks with tables and chairs in elementary school is still open.
The absence of a rigid connection between the table and the chair allows students to arbitrarily 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 an additional support. This increases the already large static load experienced by the body during prolonged sitting.
Changing the distance from negative to positive causes abrupt changes in posture: the center of gravity shifts, the muscle effort necessary to maintain the body in the correct position increases, which allows the student to work without much stress both during the 45-minute lesson and all day long. In addition, changing the distance can lead to the adoption of a reclining posture. Prolonged sitting in an inclined position increases the static load, causes congestion in the joints and muscles, and leads to compression of the internal organs. Students are forced to use the table top as an additional support.
Squeezing of the abdominal organs creates the preconditions for slowing down venous blood flow, leads to a decrease in juice secretion and poor movement of food masses in the gastrointestinal tract.
In a person in a sitting position, with a sharp forward tilt, the excursion of the chest decreases, which reduces pulmonary ventilation.
According to G.F. Vyhodov, many students who lean on the edge of the table during chest exercises 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 classes at tables and chairs on the working capacity, the state of the musculoskeletal system, and the vision of elementary school students. Therefore, the question of the permissibility of using tables and chairs required 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 with various furniture, and establish weather observations for these students.
It was also important to find out whether classes at tables and chairs (ceteris paribus) are more tiring for elementary school students than classes 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. Follow-up examinations of these students were carried out twice a year - in autumn and spring. In total, 1100 students were under observation, which were distributed as follows.
In addition, in 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 performance - by the method of dosing work in time using correction tables and the latent period of the visual-motor reaction - using the Witte chronoscope.
Throughout school day in the same class, actography was carried out, which made it possible to objectively record the number of movements made by students when studying at a desk or at a table and chair.
Pneumatic sensors were installed on the seats, chair backs and benches, on the inner surface of the table covers. Changes in pressure in the system, arising from each movement of the student, were recorded on the actograph tape. Actograph motor provided constant speed tape drive 2.5 cm/min. The number of furniture corresponded to the main height dimensions of the students' bodies. The children under supervision were questioned during the lesson by the teacher on an equal basis with other students, however, they answered without getting up, which was dictated by the need to exclude from the records on actograms those movements that are not directly related to training sessions in the sitting position. All studied students of the first year of study had an orderly daily routine. We got up in the morning at 7-7 o'clock. 30 min., went to bed at 20-21 o'clock, in the afternoon there were sufficient time in the open air, regularly ate at home, at school during a big break they received a hot breakfast. During the observation period, all students had time and moved to the second grade.
Before the start of the experiment, the children were explained why it is necessary to observe the correct landing, special attention was paid to maintaining a negative sitting distance. In addition, during the lesson, the students received instructions from the teacher about maintaining the correct fit.
It is known that with an increase in fatigue, the student is increasingly distracted from pedagogical process often changes body position. So, according to L. I. Alexandrova, the number of students who are distracted from classes is gradually increasing from the first to fourth lesson and reaches to last hour classes 70%.
Such "motor anxiety" in 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 in connection with the additional static load, due to the possibility of an arbitrary change in the sitting distance, the fatigue of the body under the influence of educational work will develop more intensively.
The described experiment was started in the second half of the academic year, which made it possible to avoid many different factors that affect the motor activity of first-year students during the lesson, such as: different levels of literacy of children at the beginning of the year, their lack of habit of diligent studies and instability of attention . In the second half of the year, all the studied groups of students were able to read fluently and count well (they were able to perform 4 arithmetic operations within 20). The discipline in the class was good. The experiment involved 25 students, each of them was studied during the entire school day and school week. Relative constancy of air-thermal and light regimes was maintained in the class. All students participating in the experiment sat in turn, first at their desks, and then at a table and a chair adapted for actography. This allowed us to eliminate the influence of the individual characteristics of each student on the indicators of upright stability.
Upright stability. The stability of upright standing was determined using a 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 platform of the stabilograph is the receiving part of the device; it is made of two steel plates, between which sensors are placed at the corners. An increase or decrease in the load on the elastic sensor entails deformation of the latter. These deformations are transformed into changes electrical resistance.
The method of stabilography was used as a kind of "functional test", revealing the state of the motor analyzer.
In the sitting position, the center of gravity of the body is located between the IX and X thoracic vertebrae, and the fulcrum is in the region of the ischial tubercles of the ilium. Since the center of gravity of the torso is higher than its fulcrum, the student's body is in a state of unstable balance. To maintain the trunk in a straight position, the cervical muscles, long and wide muscles of the back, and rhomboid muscles are involved.
These muscle groups when sitting long time are in an active state. In the studies of A. Lunderfold and B. Akerblom, it is indicated that with an inclined position of the body, in a sitting position, the bioelectric potentials of all back muscle groups sharply increase. In a sitting position with the wrong distance of the seat of the chair, the child's body just assumes an inclined position.
The vibrations 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, the activity of the heart, the movement of fluids inside the body, etc.
Almost all afferent systems take part in the process of standing as a reflex act: muscular sense, vision, vestibular apparatus, pressoreceptors and tactile endings, although it has not yet been clarified which of the mentioned sense organs plays a 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 graphic recording of body vibrations has long been used in order to study the influence of various factors on the body. external environment.
Supervision of student boarding. In school No. 139, where the classrooms are equipped with tables and chairs, in grades I-III, a special observation was made of the posture of students during classes. During the lesson, the observer 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 location of the chair in the positive, zero and negative seating 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 the lessons of writing, arithmetic, reading, labor and other activities. The alternation of lessons every day of the week was the same.
Maintaining 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 majority of students maintain a negative distance during the lesson. In the lessons of writing, arithmetic and reading, the number of students keeping the correct distance remains the same all the time. Only in labor lessons (sculpting, sewing) does the sitting distance change as it approaches zero, which is directly related to the nature of the labor lesson. From Year 1 to Year 3, the number of students who maintain the correct chair-sitting distance increases.
Change in restlessness. Actotraphy data made it possible to trace the dynamics of "motor anxiety" of students during training sessions when they use desks, tables and chairs as the main educational equipment.
On each day of the week, students sitting at a desk, table and chair made the same number of movements, the existing 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 made remains 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, typical for the first half of the training 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 the result of increasing fatigue towards the end of the week.
As already noted, there was no significant difference in the number of movements made by students, depending on the type of furniture used, both during one school day and throughout the week. This allows us to state 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 the change in the load falling on the pneumatic sensor of the seat of the desk or chair, the load on other sensors was simultaneously recorded, fixing the movements associated with the use of the back of the bench (chair) and the cover of the desk (table) as additional supports.
Processing of the records in the leads from the pneumosensors located under the table cover showed that the movements remained the same in their frequency and amplitude throughout the 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, laying out the alphabet, sticks, etc. In the records from the sensors of the backrest (bench and chair), movements with a large amplitude (over 4 mm) were taken into account. Fluctuations of such an amplitude are associated with a sharp deformation of the pneumatic sensors at the moment when the child leaned back on the bench or chair. Such movements characterized periods of "relative immobility" in time.
Actography data suggest that a more frequent change in posture is the most favorable way to relieve developing fatigue as a result of additional load associated with prolonged sitting.
The types of furniture we study equally provide students with the opportunity to frequently change their body position when sitting.
General performance. Indicators of the "general" working capacity of first-grade students did not change significantly during the school day.
The dynamics of performance indicators of visual-motor reactions of students studying at tables and chairs was the same as for those studying at a desk.
The absence of significant changes in the indicators of the so-called "general" working capacity and the magnitude 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. proper organization pedagogical process: the construction of lessons according to the type of “combined”, the inclusion in the mode of training sessions at the time of a decrease in the efficiency of rhythm, labor, physical education - a qualitatively different activity compared to classes 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 expended 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 for students of grades I-III in addition to actographic studies.
An analysis of the 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 changed significantly from the beginning of lessons to the end of them, and for the same students studying for the compared types of furniture, these changes were unidirectional, without significant differences.
The frequency of oscillations for a certain period of time and the ratio of the amplitude of oscillations 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 the stability of a person when standing upright 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 uprightness, and at a younger age, either the oscillations were large in their amplitude, or the length of the ataxiometry curve increased. The stability of standing upright 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 during upright standing is the smallest, up to 11 years it increases slightly, and only at 14-15 years this indicator reaches a level close to that of adults. The increase in upright stability from younger to older age is associated with an increase in the area of support (the length of the feet becomes larger with age), the general center of gravity gradually shifts from the level of the IX-X thoracic vertebrae to the level of the second sacral vertebra. At school age functionality muscles change, strength and endurance increase, and at the age of 14-15 these changes basically end. According to L. K. Semenova, the muscles of the back and abdominals, on which the static load mainly falls during sitting, are finally formed only by the age of 12-14. The gradual formation of the muscular apparatus increases the stability of standing upright.
V. V. Petrov pointed out the dependence of upright standing on the state of health and mood of the subject. L. V. Latmanizova found that people with disabilities in the state nervous system the frequency of body oscillations is higher than in healthy people. E. Kushke noted that when concentration of attention while standing, body vibrations decrease, but then fatigue sets in faster and the amplitude of vibrations increases. A. G. Sukharev studied the process of fatigue during the work of high school students at a drafting table of various heights and found that the amplitude of body oscillations increases with incorrect postures, which contribute 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 posture, 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 for the same students studying 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 the data that the vast majority of students maintain the correct chair seat distance.
An increase in the amplitude of oscillations of the general center of gravity among 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 can be clearly seen on individual stabilograms.
Boy Vanya K., 8 years old, student of the 1st grade, secondary physical development, average performance. When studying at a desk, a stabilogram was recorded before and after lessons. In all stabilograms, first there is a recording of fluctuations in the general center of gravity when standing with eyes open (30 seconds), then with eyes closed (30 seconds). After classes, there is an increase in the frequency and amplitude of oscillations. With 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. Differences in these indicators during the classes for the compared types of furniture are not noted. This is confirmed by the processing of all data by methods of mathematical statistics.
Posture. In schools equipped with various 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 curves of the spine. The deviation of the depth of the cervical and lumbar curves from the average values taken as the norm for the corresponding age and sex groups was regarded as an indication of posture disorders.
Comparison of the results of observation showed that 30% of students entering the 1st grade already have certain posture disorders. Similar data were obtained by A. G. Zeitlin and G. V. Terentyeva. In the group of children with impaired posture, rickets is noted in a significant number of cases. During the three years of study, the frequency of postural disorders increases somewhat, reaching 40% in grade III. For students studying in schools with comparable types of educational furniture, these changes are unidirectional.
Conclusions:
The above facts show that:
1) the constant use of tables and chairs in elementary school does not contribute to more frequent violations of posture in students;
2) the use of tables and chairs as educational furniture does not worsen 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 studies and observations presented in this work allow us to consider it acceptable to equip the classrooms of elementary school students with tables and chairs, as well as desks;
4) when using tables and chairs, the teacher must constantly pay special attention to the observance by students while writing and reading of the negative distance of the seat of the chair.
Both adults and children should remember how to sit at the table correctly. In the case of a child, improper posture can lead to spinal curvature and other serious consequences. It is worth remembering that for a developing organism to be in an uncomfortable position for a long time is a lot of stress. But for adults, most of the daily inconveniences are associated with improper seating at the desk. So, constant pain in the back and neck, headache and visual strain can be associated with a table that is too high or an uncomfortable chair back.
Why do parents need to make sure their child is seated properly? With a constant curved position, the muscles quickly get tired, pain in the spine appears, and scoliosis may develop. Curvature of the spine - in itself serious problem, but it is also worth knowing that children with this disease are more likely to develop bronchitis, gastritis and pneumonia. In case of violations of posture, constipation and bloating can disturb.
What is the correct posture at the desk?
It is worth considering the rule of 3 angles: the knees under the table should form one right angle, the hips and back - the 2nd, and the arms with the elbow bent - the 3rd angle.
- Feet should be firmly on the floor (you can use a small stand). The knees, as we have already said, are bent at a right angle.
- The back should be completely straight and fully supported by the back of the chair.
- Make sure that the child does not rest his chest on the edge of the table.
- The elbows should not be too high, for this you need to choose a table of a suitable height.
- The chair must be adjustable in height, otherwise, for a growing child, you will have to buy a chair in height every year.
How high should the table and chair be?
With a height of 110-119 cm, the height of the table should be 52 cm, the height of the chair - 32 cm;
With a height of 120-129 cm, the height of the table should be 57 cm, the height of the chair - 35 cm;
With a height of 130-139 cm, the height of the table should be 62 cm, the height of the chair - 38 cm.
If you have the opportunity to buy an improved model of the working children's table with a slanted table top, it will be a big advantage. The fact is that it is most convenient for a child to draw at an angle of up to about 5 °, an approximate angle for writing is 15 ° and for reading about 30 °. If for these actions of the child it is possible to change the position of the tabletop, the neck and back will be at rest, which means that unnecessary stress on the body is excluded.
Prevention of posture disorders.
When studying at an educational institution, the need to maintain a static posture sitting at a table (desk) for a long time comes to the fore. Children spend at the table from 4 to 6 hours, and at school from 6 to 10 hours. At the same time, static endurance in children and adolescents is low, body fatigue develops relatively quickly (this is due to the age-related characteristics of the motor analyzer). So, in first-graders after 5-7 minutes, and in second-graders after 9-10 minutes, contracted muscles pass from a state of tension to a state of relaxation. Outwardly, this manifests itself in a change in posture, motor restlessness.
Standing still is also a difficult task for children. Children (even in the lower grades) cannot hold the stand "at attention" for more than 5-7 minutes.
A large static load increases even more if the child is sitting behind furniture wrong design or not corresponding in size to the length and proportions of the body. In these cases, the child cannot maintain the correct working position, as a result of which the posture is disturbed.
Therefore, for the prevention of postural disorders are very important:
- Correct selection furniture.
- Teaching kids how to sit properly.
- Teaching children to hold the body correctly.
- Provide sufficient motor mode, regular change of activity, use physical education minutes.
Furniture selection.
Furniture should be appropriate for the height of the child.
Chair should correspond to the proportions of the body and have a back. The back of the chair and the seat must be rigid, profiled (the back is in the shape of the curves of the spine, the seat is profiled in the shape of the buttocks and hips). The depth of the seat should be at least 2/3 - 3/4 of the length of the thigh, so that the popliteal blood vessels and nerves are not squeezed.
The height of the seat of the chair above the floor should be equal to the length of the lower leg of the person sitting with the foot (from the popliteal cavity) + 5-10 mm to the heel. In this case, the child's legs should be bent in all joints (hip, knee and ankle) at a right angle.
Table is selected in the following way: in a sitting position - the forearms should rest freely on the table top, while the child's shoulders are not lowered or raised. The table top should be 2-3 cm above the elbow of the lowered arm. In a standing position - the child should lean with the whole palm on the table top, while the shoulders should be symmetrical. parallel to the top of the table.
If students sit for more than high tables than they require in terms of height, then incorrect body position and asymmetry of the shoulders are noted in 44% of cases. When seated at lower tables, shoulder asymmetry is recorded in 70% of students. In addition, in these cases, data were obtained indicating a large tension in the muscles of the back and trunk, a pronounced asymmetry and activity of the dorsal and cervical muscles of the right and left halves of the body. The same changes are observed when using a chair with a straight back, tilting the seat back, a shortened seat.
To maintain proper fit and prevent violations, certain rules must be observed. relationship between table and chair:
1). back distance- the distance (horizontally) from the back of the chair to the edge of the table. It should be equal to the size of the anterior-posterior diameter of the chest + 3-5 cm (per change in the chest during breathing).
2). seat distance is the distance (horizontally) between the front edge of the table and the edge of the chair.
The seat distance must be negative, i.e. the edge of the chair should go under the table top by 4-5 cm.
Zero and especially positive distance does not allow the child to maintain the correct fit at the table. With them, the child leans forward strongly, which increases the load on the muscles of the back and neck and leads to fatigue.
Seat distance:
1 - zero; 2 - negative; 3 - positive.
Backrest distance and seat distance are interdependent indicators. Their correctness can be determined as follows: a palm (or fist) should pass between the front edge of the table and the chest of the child.
3). Differentiation is the height of the table above the seat of the chair. It should allow the seated person to place their hands freely on the table, without raising or lowering the shoulders. With a large difference, the child raises his shoulders (especially the right one), with a small one, he bends, hunches, and bows his head low. This leads to an asymmetrical body position and curvature of the spine, and also reduces the distance from the eyes to the table.
The optimal differentiation is determined as follows: the level of the tabletop should be 2-3 cm above the elbow of the lowered arm of the seated person.
Each child is given a table and chair according to their height. On the basis of studies of children and adolescents, a growth scale with an interval of 15 cm was adopted, on the basis of which standards were developed for educational furniture for 6 rooms according to GOSTs (with appropriate color marking).
Chairs and tables of the same size are marked, i.e. marked with a certain color. This is necessary so that the child can independently find the table and chair he needs. Each group (class) must have furniture for at least three groups (rooms). Only in this case, each child can be provided workplace corresponding to his height.
Proper seating of the child at the desk.
Classes at the table (desk) are associated with static tension in the muscles of the back, neck, abdomen, limbs. Children need to maintain a working posture for a long time, and the endurance to static efforts in children is low. Prolonged forced sitting in one position contributes to a violation of posture. Therefore, it is necessary to teach children the correct seating at the table.
Proper posture ensures that you stay productive in class. With the right fit, the best physiological and hygienic conditions are created for the student to work at the desk: normal visual perception, free breathing, normal blood circulation.
The most stable and least fatiguing is a straight landing with a slight tilt of the body forward. At the same time, to reduce muscle tension, it is important to increase the number of support points. So baby must:
sit on the entire seat;
lean with your back (lumbosacral part) on the back of a chair;
Forearms - on the table top (forearms should lie freely on the table top, creating additional support and reducing muscle tension);
Rest your feet on the floor or stand. In this case, the legs are bent at the hip and knee joints at an angle of 90;
Hold the body evenly, only slightly tilting the head and torso forward when reading and writing ( optimal angle the slope in the chest part of the body is 170. A slightly inclined position of the body is more rational than a straight one, it eases the load on the ligamentous-muscular apparatus and the central nervous system. But the most physiological is the possibility of switching from a direct landing to a slightly inclined one, the ability to freely change the angle of inclination of the body and the position of the hands.
Between the body and the edge of the table there should be a free space - 4-5 cm (this distance corresponds to the width of the palm or fist of the child). This ensures free breathing, the chest and abdomen are not squeezed.
Shoulders should be at the same level and parallel to the table top;
The distance from the eyes to the book (notebook) should be at least 30 cm (equal to the length of the forearm and hand with outstretched fingers). This is checked as follows: If you put your hand on your elbow, then the eyes should be at the level of the thumb.
Proper fit is only possible if the furniture is appropriate for the height of the child.
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