“First of all, do no harm!” This is a principle from the field of 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.
There is no such principle in the school system at all. If a graduate wrote an exam paper test excellent, then the teacher can rightly 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. The table lamp is 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 group leaders early development- will not be engaged in 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 effective safety technique? - 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.
There is only one thing left - to call for help common sense. It is most logical to resist the curvature of the spine by straightening it. That's why 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. Search engine input keywords"orthopedist" and "children's sports complex" gave 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 during school years. Ministry of Health care. 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 of the desk cover; 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. The correct landing of a schoolboy when reading and writing.
It is necessary to observe the following rules for proper landing (Fig. 151 a and b): 1. sit straight, tilt your head forward quite a bit; 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, which bulges 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 with 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 improper seating. Curvature of the spine can also be in the form of excessive curvature in the lumbar region (lordosis). That is why school hygiene attaches so much importance to a properly arranged desk and imposes strict requirements on 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 the school curriculum changed 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 correlation between the poor posture of students and their improper fit caused by the use of unsuitable furniture in schools.
In school practice recent years Of the various types of school furniture used in classrooms, the Erisman-type desk is the 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 with the level of pulmonary ventilation in the 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 of 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 I-II classes 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, among students of one first grade in the dynamics of the school day, the following 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.
During the entire school day, actography was carried out in the same class, 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. The actograph motor provided a constant tape drive speed of 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 rising from their seats, 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, during the day there was sufficient time in the air, regularly ate at home, at school during the 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 the pedagogical process, often changing the position of the body. Thus, according to L. I. Alexandrova, the number of students who are 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, due to the possibility of an arbitrary change in the sitting distance, fatigue of the body under the influence of academic work will develop more rapidly.
The described experiment was started in the second half of the year. school 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 in 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 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 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 environmental factors on the body.
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 in their frequency and amplitude remained the same 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 the developing fatigue as a result of the 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 by the hygienically correct organization of the pedagogical process: building lessons according to the "combined" type, including classes 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 ataxiometric 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.
Party drawing. Assembly diagram and detailed description home desk, which is adjusted to the height of the child.
Design school desk allows you to adjust the height from 575 to 775 mm and the angle of the tabletop from 0 to 10 degrees, taking into account the anthropometric data of the human figure (see article). Height adjustment is made in steps of 50 mm. The table top angle is adjusted in 5 degree increments. This setting allows you to provide comfortable conditions during the study and classes of the child. As the child grows, so does our desk.
The school desk is made of wooden knots and chipboard. We will prepare the necessary material and equipment. We start assembly.
AT wooden base we mill two grooves for the guides.
We insert guides into the grooves on the PVA glue. FROM inside guides we mill grooves with a depth of 10 mm and a width of 10 mm. The length of the grooves is selected in such a way that at the smallest height of the desk, they would be the lower stop of the lifting mechanism.
Assembling the base structure. We drill in the cross rails through holes and fix the side walls of the shelf.
We fix the bottom of the shelf and the footrest.
Set up the mechanism for lifting the tabletop. The guides should slide easily into the grooves. In the guides, we drill four through holes with a diameter of 20 mm in increments of 50 mm.
On the guides we attach the mechanism for the angle of rotation of the tabletop. We drill through holes with a diameter of 10 mm and fix the axles in them, relative to which the tabletop will rotate. On the reverse side, we drill through holes with a diameter of 20 mm, which serve to fix the tabletop at the desired angle with the help of bosses, in 5-degree increments.
We check the operation of the mechanism of the angle of rotation.
The surfaces of the assembled desk are sanded with a fine-grained sandpaper, moistened and stained with a stain.
As the lower guard, an aluminum strip with an arcuate edge is used, which is inserted into the groove selected circular saw with a slight indentation from the front edge of the tabletop.
From below, to the side walls of the desk, a corrugated steel sheet, acting as a base.
In conclusion, a footboard made of aluminum pipe is installed at the desired level.
Standing desk - drawings
Rice. BUT. To assemble such a desk, it is enough to connect the parts with glue and screws. The footboard can also be fixed with screws by screwing them from the side of the front edges of the side walls.
Rice. B. Adjacent edges of the tabletop and pencil shelves are adjusted to each other and connected on a rail.
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How to make a children's table so that it is both an original desk for a child and at the same time a house for toys. In this article, we will show you how to do it all in one day.
Many parents prefer to buy a ready-made table for the child and not strain. But there are those who simply cannot afford it. Or they like to do everything with their own hands and to the desired dimensions of their interior. The advantage of this table is its versatility. This is a desk, and a house for playing, and a place to store toys.
In order to make a wooden desk, you need to purchase material, a sheet of furniture chipboard, of a suitable color. And you can design it from the remnants of material from previous creations, or from unnecessary furniture. Exactly like this economical option will be described in this article, and in addition, you can read what else you can do
Required tool and material
- Electric jigsaw (hand circular saw)
— Hacksaw for metal
- Manual milling machine (can be replaced with a drill bit for wood of the desired diameter)
- Drill
- Corner with ruler
- Stationery knife
- Roulette
- Pencil 
Material
– chipboard
- fiberboard
— Self-adhesive film of suitable color
- End tape on chipboard, matching color
- Self-tapping screws or furniture screws, nails
accessories
— Piano loop 1 pc.,
— Furniture hinge 4 pcs.,
Let's move on to the dimensions of the parts and the drawing
First you need to sketch a drawing on paper, do not forget that you can change the dimensions if you wish. 
— Sidewalls 2 pcs. (300 mm x 790 mm), the angle can be 90 - 60 degrees;
— Shelves 3 pcs. (520 mm x 300 mm), shelf length, taking into account the thickness of the side walls;
— Doors 2 pcs. (280mm x 120mm);
– Roof 2 pcs. (295mm x 600mm), you can make one half of the roof from fiberboard;
— Back wall 1 pc. (520 mm x 560 mm), it can also be lightened and cut from fiberboard.
Cut out the details of the table - the house
So, let's get to work. On the surface of the prepared material, draw the details in size with a pencil and cut them out with an electric jigsaw. 
Attention! The width of the roof details must necessarily be wider than the main structure by two centimeters on each side 
The ends at the cut point of the chipboard parts must be glued with an adhesive-based end tape. Attach the tape to the end and gently iron it with a hot iron, laying a sheet of paper between the tape and the iron. Cut off the excess tape with a sharp knife. 
We connect the prepared parts
Making the foundation
Screw three shelves to one sidewall with screws. On the other side of the shelves, attach the second sidewall in the same way. In order to hide the screws, they must be sunk into the body of the material. To do this, drill in the right place of the recess with a drill exceeding the diameter of the screw head. On the front side, the hats can be puttied, if after that it is planned to decorate the butt. Otherwise, use furniture screws with plastic plugs or stickers. It turned out the frame of the future desk 
Installing the roof
We take a piano loop and measure the desired size, cut off the excess with a hacksaw for metal. We fasten the loop to the upper shelf and the sidewall of the roof at the level of the chipboard thickness. In order that, when laying out the table, the loop would not separate the working area of the desk.
The second part of the roof is simply screwed to the base. 
We install the doors
Table doors can be attached both to the piano hinge and furniture hinges. It must be remembered that when using a piano hinge to fasten the door, limiters must be set.
Consider the second method of fastening - a furniture loop.
Important! The doors must be of the correct size, as they serve as the leg of the folding table.
To fix the door with a furniture hinge, a milling machine was used (or use a special drill). Handles can be made both in the form of holes (decorate them for children's style), and screw any furniture.
We simply nail the back wall of fiberboard.
decoration
All visible parts (optionally also internal) can be painted or pasted over with a decorative self-adhesive film. In order for the film to hold for a long time and stick as tightly as possible to the product, it is necessary to use a soft cloth and a hair dryer.
The children's desk is ready, so it looks assembled and looks more like a house: 
And this is how it looks disassembled and looks more like a desk or table: 
The first table, as expected, has four support legs. But they are not connected to the table top as a common frame, but in pairs with each other. The legs are made from single boards 600x80x20 mm. From below, they are mounted on support crossbars made of the same planks 500 mm long with lugs-thrust bearings and reinforcing triangular struts on both sides of each leg - for greater stability. From above, each pair is connected by double horizontal ties, being between them; the entire assembly is fixed with two furniture screws with wing nuts. On the same screws, the countertop racks are fastened, also included between the ties, close to the legs, which ensures the necessary rigidity and stability of the structure. Dimensions of boards-racks 650x80x20 mm. Eight screw holes are drilled in each rack - this allows you to adjust the table in height and inclination. At the top, the racks are connected by crossbars, on which a tabletop measuring 1200x800x20 mm is laid, having an anti-slip rail attached to one edge, holding the shield on the crossbars in an inclined position. To do this, ledges under the rail were sawn in the crossbars.
The second table-desk differs primarily in a different solution of the supporting part: it has no legs, as such. Their role is played by two right-angled triangles.
1 - transverse support (4 pcs.), 2 - triangular strut (8 pcs.), 3 - leg (4 pcs.), 4 - double coupler (2 pcs.), 5 - countertop stand (4 pcs.), 6 - tabletop cross member (2 pcs.), 7 - anti-slip rail, 8 - tabletop.
1 - countertop, 2 - stiffening panel, 3 - footboard, 4 - countertop support cross member, 5 - external boards of the inclined parts of the supports, 6 - insert of the inclined parts of the supports, 7 - external strut boards, 8 - insert of the struts, 9 - boards external vertical parts of the supports, 10 - insert of the vertical parts of the supports, 11 - boards of the external horizontal parts of the supports, 12 - insert of the horizontal parts of the supports, 13 - holes for adjusting the inclination of the tabletop, 14 - pin strut clamps (dowels).
Table of table-desk parts
(Position numbers are shown in the figure)
They can be made from a wooden beam of a suitable section, but better - from a package of planks. This option has undeniable advantages. And not only in greater availability of material. The main thing is that, by manipulating three boards of different lengths, it is easy to obtain a hinged joint and the desired groove at the ends and even in the middle of the workpiece without any sawing or gouging. Due to this, a spike and an eye are formed at the junction of the horizontal and vertical parts of the support, and spikes at their ends - under the joint with the inclined part. The latter, in turn, has lugs at the ends and a slot-slot in the lower half in the same way. The same can be said about the strut: by pushing the middle plank relative to the outer ones, we get a spike on one side, and an eye hinge on the other. With its spike, the strut moves along the slot of the inclined part of the support and is fixed in one of its holes, setting the required slope of the tabletop.
the triangular supports are connected in two places: from below - by a footboard, from behind - by a stiffening panel. Joints are provided either with plug-in round spikes (dowels), or metal corners, or wooden blocks.
The planks that make up the support and the brace are interconnected in any convenient way, from knocking down with nails and ending with gluing under pressure (carpenter's glue, casein, PVA). After manufacturing, they are sanded and polished (if it is supposed to be covered with furniture varnish) or putty, followed by painting. The same applies to countertops. If it is made of thick plywood, then it is quite possible to varnish it, since wood has beautiful drawing. And it is better to paint a type-setting from individual boards or from chipboard, having previously carefully sanded it with sandpaper, puttyed it and sanded it again. It is desirable to apply the paint in several layers with intermediate drying during the periods indicated on the label of the can.
A good aesthetic effect can be achieved by using multi-colored enamels. So, if the tabletop and its supporting crossbar with a brace are painted in one color (for example, lilac), and the triangular supports, together with the stiffening panel and the bottom bar, in another, say, purple, then, combined with the originality of the design, this will immediately turn home-made furniture into " branded".
