Do-it-yourself home desk for a first grader. How to make a table for a student: ideas, dimensional drawings, step-by-step instructions, photos and videos. School desk made of fiberboard
How to make a children's table so that it is both an original desk and a toy house for a child. In this article, we'll show you how to do it all in one day.
Many parents prefer to buy a ready-made table for their 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 size of their interior. The advantage of this table is its versatility. This is a desk, a playhouse, and a place for storing 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 construct it from the remnants of material from previous creations, or from unnecessary furniture. It is this economical option that will be described in this article, and in addition, you can read what else you can do
Required tools and material
- Electric jigsaw (hand-held circular saw)
- Hacksaw for metal
- Manual milling machine (can be replaced with a feather drill for wood of the desired diameter)
- Drill
- Corner with a ruler
- Stationery knife
- Roulette
- Pencil 
Material
- chipboard
- fiberboard
- Self-adhesive film of a suitable color
- Edge tape on chipboard, matching color
- Self-tapping screws or furniture screws, nails
Fittings
- Piano loop 1 pc.,
- Furniture hinge 4 pcs.,
Moving on to the dimensions of the parts and the drawing
First, you need to sketch a drawing on paper, do not forget that the dimensions can be changed if desired. 
- Sidewalls 2 pcs. (300 mm x 790 mm), the angle can be 90 - 60 degrees;
- Shelves 3 pcs. (520 mm x 300 mm), the length of the shelf, taking into account the thickness of the side walls;
- Doors 2 pcs. (280 mm x 120 mm);
- 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 parts must be two centimeters wider than the main structure on each side 
The ends at the place where the chipboard parts are cut must be glued with an end tape on an adhesive base. Attach the tape to the end and iron it gently with a hot iron, placing a sheet of paper between the tape and the iron. Cut off the excess edges of the tape with a sharp knife. 
We connect the prepared parts
Making the foundation
Screw three shelves to one sidewall. On the other side of the shelves, attach the second side panel in the same way. In order to hide the screws, they must be sunk into the body of the material. To do this, drill the recesses in the right place with a drill exceeding the diameter of the screw head. On the front side, the hats can be putty on, if after it is planned to decorate the butt. Otherwise, use furniture screws with plastic caps or stickers. It turned out the frame of the future school desk 
Installing the roof
We take a piano loop and measure the required size, cut off the excess with a hacksaw for metal. We fasten the loop to the upper shelf and the roof sidewall at the level of the chipboard thickness. So that when the table is laid out, the loop does not divide the working area of the desk.
We simply screw the second part of the roof to the base. 
Installing the doors
Table doors can be attached to both piano hinges and furniture hinges. It must be remembered that when using the piano hinge to fasten the door, you must set the stops.
Consider the second method of fastening - a furniture hinge.
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 to match the children's style), and any furniture can be screwed on.
We simply nail the back wall made of fiberboard.
Decorating
All visible parts (optional and internal) can be painted or covered with decorative self-adhesive foil. In order for the film to hold for a long time and stick as tightly as possible to the product, you must use a soft cloth and a hair dryer.
The children's table, the desk is ready, so it looks assembled and looks more like a house: 
But 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 connected not with the tabletop as with a common frame, but in pairs with each other. The legs are made of single boards 600x80x20 mm. From the bottom, they are attached to the supporting cross-beams made of the same planks 500 mm long with bosses-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 secured by two furniture screws with wing nuts. On the same screws, the countertops are fastened, also entering between the screeds, close to the legs, which ensures the necessary rigidity and stability of the structure. The dimensions of the racks are 650x80x20 mm. Eight screw holes are drilled in each post, allowing the table to be adjusted in height and tilt. At the top, the racks are connected by crossbars, on which a tabletop with dimensions of 1200x800x20 mm is laid, which has an anti-skid rail attached at one end, which holds the shield on the crossbars in an inclined position. For this, ledges for the rail are cut out in the crossbars.
The second desk-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 brace (8 pcs.), 3 - leg (4 pcs.), 4 - double coupler (2 pcs.), 5 - countertop stand (4 pcs.), 6 - worktop crossbar (2 pcs.), 7 - anti-slip rail, 8 - tabletop.
1 - table top, 2 - stiffening panel, 3 - footboard, 4 - tabletop support cross member, 5 - external boards of inclined parts of supports, 6 - insertion of inclined parts of supports, 7 - external brace boards, 8 - insertion of struts, 9 - boards external vertical parts of the supports, 10 - inserting the vertical parts of the supports, 11 - external boards of the horizontal parts of the supports, 12 - inserting the horizontal parts of the supports, 13 - holes for adjusting the tilt of the table top, 14 - pin brace clamps (pins).
Table-desk parts table
(Item numbers are shown in the figure)
They can be made from a wooden beam of a suitable section, but it is better - from a package of planks. The option under consideration has undeniable advantages. And not only in the greater availability of the material. The main thing is that, by manipulating three planks of different lengths, it is easy to get a hinge 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 junction with the inclined part. The latter, in turn, has lugs at the ends and a groove-slot in the lower half in the same way. The same can be said about the strut: pushing the middle plank relative to the outer ones, we get a spike on one side, and a hinge-eye on the other. With its thorn, the brace moves along the slope of the inclined part of the support and is fixed in one of its holes, setting the required inclination of the tabletop.
a triangular support is connected in two places: from the bottom - by a strip-footboard, from the back - by a stiffening panel. The joints are secured either with inserted round spikes (pins), or metal corners, or wooden blocks.
The boards, which make up the support and the brace, are interconnected in any convenient way, starting from knocking down with nails and ending with gluing under a press (carpentry glue, casein, PVA). After manufacturing, they are processed with sandpaper and polished (if it is supposed to be coated with furniture varnish) or putty followed by painting. The same goes for the countertop. If it is made of thick plywood, then it is quite possible to varnish it, since the wood has a beautiful pattern. And it is better to paint the typesetting from individual boards or from chipboard, having previously carefully sanded it with sandpaper, putty and sanded again. It is desirable to apply the paint in several layers with intermediate drying within the terms 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 support cross-bar with a strut are painted in one color (for example, lilac), and the triangular supports, together with the stiffening panel and the lower bar in another, say, purple, then, in combination with the originality of the design, this will immediately turn homemade furniture into “ branded ".
The surfaces of the assembled office are sanded with fine-grained sandpaper, moistened and stained with wood stain.
An aluminum strip with an arcuate edge is used as the lower fence, which is inserted into a groove selected by a circular saw with a small offset from the front edge of the table top.
From the bottom to the side walls of the desk, a corrugated steel sheet is attached, which serves as a support platform.
Finally, an aluminum pipe footboard is installed at the desired level.
Standing desk - blueprints
Fig. BUT. To assemble such a desk, it is enough to connect the parts with glue and screws. The footrest can also be fixed with screws by screwing them in from the side of the front edges of the side walls.
Fig. B. Adjacent edges of the table top and pencil shelves are adjusted to each other and connected on a rail.
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"First of all, do no harm!" is a principle from the field of medical ethics. Real doctors do not always adhere to it in practice, but the mere declaration of such a noble intention is a highly gratifying phenomenon.
In the school system, this principle is completely absent. If a graduate has written an examination test paper excellently, then the teacher can be justifiably proud of his professionalism. And the fact that the student has glasses on his nose, and almost a hump on his back - the teacher has nothing to do with this.
At any enterprise, workers are required (at least formally) to comply with safety measures. From a child, at school, they can demand anything, but not a careful attitude to their health. And yet, in my deep conviction, all school wisdom, taken together, is not worth a single diopter of spoiled vision, not a single degree of a curved spine.
There are many reasons why safety measures will never be introduced at school. The school educational process is already so ineffective that any additional "burden" will stop it completely. Even with homeschooling, safety is challenging.
Dad, can you watch cartoons?
- What letter did you learn to write today?
Silence.
- Did you write today?
- Not.
- So go, learn to write the letter "a" first. As soon as you write three beautiful letters in a row, then you can watch cartoons.
The child, extremely annoyed, leaves.
A few minutes later, I enter the nursery, and a heartbreaking sight is presented to my eyes. The room is twilight. The table lamp is off. The child sits with a crooked back, the raised shoulders are pressed to the ears, the elbows are hanging in the air, the nose is buried in the very sheet with the prescriptions. The desk is littered with mountains of toys, books, pencils - there was barely room for writing, and then only, from the very edge, on top of some other pieces of paper. The tip of the new capillary pen is already worn out and looks like a bristle brush. He leaves a gnarled, ugly mark on the paper.
Drawing letters is such a difficult activity for a child that it absorbs all the resources of his attention, and they are no longer enough to monitor the correct posture. Teaching him to keep his posture is not an easy task. Honestly, I have no ready-made solutions. It remains only to be patient and day after day, month after month, year after year, remind, exhort, admonish. But words do not always work, because the child may not even be aware of all his tightness. Then stroking and tapping are used - sometimes light, sometimes harder.
At first, you just have to sit next to and from time to time, with your own hands, set the naughty parts of the child's body into the correct position. Such is the parental destiny. No specialists - neither school teachers, nor leaders of early development groups - will do this boring business. Specialists, hiding behind their specialization, always have the opportunity to choose simpler and more interesting tasks for themselves. The tasks left unanswered fall exclusively on the shoulders of the parents.
Why does the child always try to crouch while writing? I think this is because he unconsciously wants to get the best possible look at the line he is trying to draw. The closer the object is to the eyes, the more detailed it is perceived. Therefore, the child leans lower and lower until it reaches the limit of visual accommodation. As a result, the eyes become overextended and the spine becomes twisted.
It is no secret that it is the eyes and spine that are most at risk. So maybe the doctors who are in charge of these organs - ophthalmologists and orthopedists - can offer us some effective safety technique? - Unfortunately no.
I consider myself an expert on myopia prevention and have written extensively on this topic (see the How to Keep Children's Eyes Vigilant page and links there). I have no experience in orthopedics. However, after the most cursory acquaintance with the sites of orthopedic topics, it became clear to me that with scoliosis things are exactly the same as with myopia. The disease is incurable, the majority of the population suffers from it, its causes are unknown, preventive measures have not been developed. At the same time, private medical centers are cheerfully inviting patients to their place, promising quick relief of the disease with new patented means. In short, I did not get the impression that orthopedists deserve more trust than ophthalmologists.
One thing remains - to call on common sense for help. It is most logical to resist the twisted spine by straightening it. therefore home children's sports complex as essential in teaching writing as paper and pen. I once went to the first sporting goods store I came across and bought the Junior sports complex.
If it may not be so easy to put a child at a desk, then driving him to a sports complex does not present any problem. Sometimes it is much more difficult to lure him out of there. And yet I allowed myself some "violence" at first.
I see you are sitting huddled up again, - I told my eldest son Denis. - Go now hang on the upper crossbar - straighten your spine.
Hanging on the bar from a habit is very difficult. We started at ten seconds and without the slightest enthusiasm. But gradually the instincts of distant ancestors woke up in the children, and they became addicted to long "walks" on the upper bars, hanging on their hands, with the same swaying and antics as monkeys in the zoo.
Note that Glen Doman was very supportive of this method of transportation. Although I consider him a hoaxer, I must nevertheless admit that many of his ideas are firmly entrenched in my mind. The opinion of orthopedic specialists about children's sports complexes is unknown to me. Entering the keywords “orthopedist” and “children's sports complex” into a search engine gave practically nothing. Perhaps this can be considered a good sign: this indirectly indicates that children who have a sports center installed in their apartment do not go to an appointment with orthopedists.
05.20.07, Leonid Nekin, [email protected]
Methodological guidelines for the prevention of vision disorders in preschool children and during school years. Ministry of Health care. USSR, 1958.
The 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 well matched to the student's height. The main task when designing a desk is to provide a fit that requires minimal muscle effort to maintain. If the center of gravity of the body, located in front of the lower thoracic vertebrae, is located above the points of support of a seated person, if at the same time part of the gravity of the body is transferred to an additional support (the back of the desk), then the position of the body is stable, and muscle efforts are minimal. In such conditions, it is easier to keep the head straight, and the back muscles are less tired. Therefore, in the presence of constant pedagogical control, children cannot develop the habit of reading and writing with a strong tilt of the torso and head. To achieve this goal, the size of desks and their individual parts must correspond to the height of the students.
Currently, there are 12 sizes of desks designed for height groups of children from 110–119 to 170–179 cm. The rear edge of the desk cover should extend beyond the front edge of the desk seat by 4 cm (the so-called negative distance of the desk seat). (The distance from the back edge of the desk lid to the seat (vertical).) 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 school desk, which should be in accordance with each other and the growth of students. In fig. 150, these relationships are shown for different student desk numbers.
A - horizontal board of the desk cover; B-C - inclined board (B - fixed part, C - rising part); E - side racks; F - runners-bars; D - bench back: in profile and height, it corresponds to the lumbar bend of the spine. The student transfers part of the weight of the body to it when supporting. D - bench seat: the shape of the seat matches the shape of the thigh. This contributes to a more stable fit of the student. CG - center of gravity; TO - fulcrum. If these dimensions are not observed (especially with zero or positive distance) and the height of the desk does not match the height of the student during the class, the position of the center of gravity of the body changes. This leads to unnecessary muscular effort and overall fatigue. In turn, this usually causes the eyes to be too close to the text and predisposes to the formation of an elongated eye shape, that is, to axial secondary myopia. Correct seating of children on desks should be carried out annually in accordance with their height. (According to A. F. Listov, the number of the desk can be determined by subtracting the number 5 from the first two numbers of growth. For example, with a height of 163 cm, the number of the desk is 11, with a height of 135 cm, the number of the desk is 8, etc.)
Fig. 151. Correct seating of the student when reading and writing.
It is necessary to observe the following rules of correct landing (Fig. 151 a and b): 1. sit upright, tilt your head slightly forward; 2. lean your back on the back of the desk; 3.To keep the torso, head, shoulders parallel to the edge of the desk, not tilting to the right or left. There should be a palm-width distance from the chest to the edge of the desk; 4. Put your feet on the floor or on a footrest, bending them at a right or slightly larger angle (100–110 °). It is very important that the lid of the study desks is slightly inclined (12-15 °). This tilt of the desk top and the slight tilt of the head allow us to consider individual parts of the text at the same distance, which is impossible without additional tilt of the head and body, if you read a book located on the table. Therefore, it is desirable that students during homework use music stands or folding type (Fig. 152),
Fig. 152. Folding music stand for schoolchildren.
or constant (Fig. 153).
Fig. 153. Standing table music stand for schoolchildren.
The position of the notebook during writing is also of great importance. It depends on what the direction of the handwriting is. The old controversial issue of oblique or straight handwriting has not yet been resolved (see below). With oblique handwriting, the notebook should lie on the music stand against the middle of the body and obliquely (at an angle of 30–40 °) in relation to the edge of the desk or table. With oblique writing, it is not very easy to maintain the correct position of the shoulders and torso (parallel to the edge of the table). The result is a tilt of the torso, which entails lateral curvature of the spine. With straight handwriting, the notebook should lie against the body without any inclination in relation to the edge of the desk or table. When moving from one line to another, it is necessary to move the notebook upward so that the distance from the eyes does not change. In the Soviet school, oblique writing with an inclination of 10-15 ° is generally accepted, which makes it possible to use the advantages of both oblique and direct writing. It is necessary to teach children not only the correct fit, but also the correct position of books and notebooks during class.
how to make a desk less comfortable, without a back, but by yourself.
Dimensions, height and backrest are important. Correct and incorrect landing at school desks (from left to right):
with a low table and a positive seating distance;
with a low table and a low bench;
at a high table
and at a table of appropriate sizes.
The spine in an adult has three curvatures. One of them - the cervical - has a bulge forward, the second - the thoracic - is turned backward, the third - the lumbar curvature is directed forward. In a newborn, the spinal column has almost no bends. The first cervical, curvature is formed in a child even when he begins to hold his head on his own. The second in order is the lumbar curvature, the bulge also facing forward when the child begins to stand and walk. The thoracic curvature, facing the bulge backward, 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 high elasticity of the spine, these bends in children in the supine position are smoothed out. Only gradually, with age, the curvatures of the spine become stronger, and by the age of 7, the constancy of the cervical and thoracic curvature is established, and by the onset of puberty, the lumbar.
...
These features of the development of the spine of a child and adolescent determine its easy compliance and possible curvature in case of incorrect body positions and prolonged stresses, especially one-sided ones. In particular, the curvature of the spine occurs when the seat is improperly placed on a chair or at a desk, especially in cases where the school desk is incorrectly arranged and does not correspond to the height of the children; Curvature of the spine can be in the form of bending of the cervical and thoracic parts of the spine to the side (scoliosis). Scoliosis of the thoracic spine most often occurs at school age as a consequence of improper seating. Anteroposterior curvature of the thoracic spine (kyphosis) is also observed as a result of prolonged incorrect seating. Curvature of the spine can also be in the form of excessive bending in the lumbar region (lordosis). This is why school hygiene places such great importance on a properly arranged desk and makes strict demands on the seating of children and adolescents ...
These were the Stalinist sanitary standards. But they were cleverly revised when the situation in the country changed.
In the 1970s and 1980s, as part of hidden creeping sabotage, Erisman's child-friendly and practical school desks were replaced by flat tables with separate chairs.
This was done at the highest level by the Ministry of Education on the basis of the following alleged "research". The text of the commissioned "research" was accidentally saved in one place on the web. (Read how the school curriculum changed after 1953 in other forum topics)
Here it is, a long commissioned study, but for the sake of history it must be left.
Changes in student posture when using different types of school furniture
As you know, primary school students (especially first grades) experience a large static load during classes, since for a long time, and sometimes the entire lesson, they have to sit relatively still. If, while sitting, students take the wrong posture, then the load becomes even greater, which leads to a number of undesirable consequences (increased fatigue, visual impairment, incorrect posture). Incorrect sitting posture can be caused, in particular, by the use of unsuitable (in size, construction) school furniture.
Many authors point to a certain correlation between poor posture of students and their improper seating caused by the use of unsuitable furniture in schools.
In school practice, until recent years, of the various types of school furniture used in classrooms, the most common desk of the Erisman type, the dimensions of which were legalized by GOST.
The dimensions of the main elements of the desk and the fixed distance between the table and the bench provide the best physiological and hygienic conditions for students to work. When exercising at a desk, the following are provided: a straight fit, which least of all causes an asymmetry in the tone of the muscles of the trunk, and, consequently, deviations in the position of the spinal column; constant distance from the eyes to the object in question; favorable conditions for breathing and blood circulation.
Due to the organization of extended day schools and the widespread adoption of self-service, educational furniture is required that has the greatest possible portability and mobility, which allows you to quickly and easily transform the classroom.
In a number of new-built schools, instead of desks, tables and chairs are used not only to equip classrooms for senior classes, but also as the main school furniture in primary grades. At the same time, the question of the advisability of replacing desks with tables and chairs in primary schools is still open.
The absence of a rigid connection between the table and the chair allows students to 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 additional support. This increases the already high static load experienced by the body during prolonged sitting.
A change in the distance from negative to positive causes abrupt changes in posture: the center of gravity moves, the muscle effort required to maintain the core in the correct position increases, which allows the student to work without much stress both during a 45-minute lesson and throughout the day. In addition, changing the distance can lead to the adoption of a reclining posture. Long-term sitting in an inclined position increases the static load, causes congestion in the joints and muscles, and leads to compression of internal organs. Students are forced to use the tabletop as additional support.
Compression of the abdominal organs creates the prerequisites for a slowdown in venous blood flow, leads to a decrease in juice secretion and a weak advancement of food masses in the gastrointestinal tract.
In a person in a sitting position with a sharp bend forward, the chest excursion decreases, which reduces pulmonary ventilation.
According to G.F.Vykhodov, many students who lean against the edge of the table while exercising with their chest reduce the minute volume of pulmonary ventilation (up to 75% compared to 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 exercising at tables and chairs on performance, the state of the musculoskeletal system and vision of primary school students. Therefore, the question of the admissibility of the use of tables and chairs demanded a special study.
First of all, it was necessary to obtain initial data on the state of posture and vision in primary school students, whose classrooms are equipped with various furniture, and to establish weather observations for these students.
It was also important to find out whether classes at tables and chairs (all other things being equal) are more tiring for elementary school students than studying at a desk.
The initial data on the state of posture and vision were taken from students in grades I-II of two schools in Moscow - school No. 702, equipped with desks, and school No. 139, equipped with tables and chairs. Subsequent examinations of these students were carried out twice a year - in autumn and spring. A total of 1100 students were monitored, who were distributed as follows.
In addition, at school No. 702, under the conditions of a natural experiment, students of one first grade in the dynamics of the school day were studied: general performance - by the method of dosing work in time using correction tables and the latent period of the visual-motor reaction - using Witte's chronoscope.
Throughout the entire school day, actography was carried out in the same class, which made it possible to objectively record the number of movements performed by students during classes at a desk or at a table and chair.
Pneumatic sensors were installed on the seats, chair backs and desk benches, on the inner surface of the table covers. Changes in the pressure in the system, arising with each movement of the student, were recorded on the tape of the actographer. The actuator motor provided a constant tape drive speed of 2.5 cm / min. The furniture number corresponded to the main body height of the students. Children under supervision were interviewed during the lesson by the teacher on an equal basis with other students, but they answered without getting up, which was dictated by the need to exclude from the recordings on the actograms those movements that are not directly related to the training sessions in a sitting position. All studied first-year students had an ordered daily routine. We got up in the morning at 7-7 o'clock. 30 minutes, went to bed at 20-21 o'clock, during the day there was enough time in the air, regularly ate food at home, at school during the big break we got a hot breakfast. During the observation period, all students did well and moved to grade II.
Before starting the experiment, the children were explained why it was necessary to observe the correct seating position, and particular attention was paid to maintaining a negative sitting distance. In addition, during the lesson, students received instructions from the teacher to observe the correct fit.
It is known that with the growth of fatigue, the student is increasingly distracted from the pedagogical process, often changes his body position. So, according to L. I. Aleksandrova, the number of students distracted from classes gradually increases from the first to the fourth lesson and reaches 70% in the last hour of classes.
Such "motor restlessness" of children is then often replaced by lethargy, drowsiness, which is a manifestation of protective inhibition that develops in the neutral nervous system.
It can be assumed that due to the additional static load caused by the possibility of an arbitrary change in the sitting distance, the body's fatigue under the influence of educational work will develop more intensively.
The experiment described was started in the second half of the school year, which made it possible to avoid many different factors affecting the motor activity of students in the first year of school during the lesson, such as: different levels of literacy of children at the beginning of the year, their lack of habit of assiduous studies and instability of attention. ... In the second half of the year, all the studied groups of students were able to read fluently and counted well (they were able to perform 4 arithmetic operations within 20). Discipline in the class was good. The experiment involved 25 students, each of them was studied during the entire school day and school week. In the classroom, the relative constancy of the air-thermal and light modes was maintained. All students taking part in the experiment took turns sitting first at a desk, and then at a table and chair adapted for actography. This allowed us to eliminate the influence of the individual characteristics of each student on the indicators of upright standing stability.
Stability of upright standing. The stability of the upright position was determined using the stabilograph as follows: the student stood on the platform of the stabilograph so that the feet were located within the contours indicated on the platform. The stabilograph platform is a receiving part of the device; it is made of two steel plates, between which sensors are placed in the corners. An increase or decrease in the load on the elastic sensor entails deformation of the latter. These deformations are transformed into changes in electrical resistance.
The stabilography technique was used as a kind of "functional test", revealing the state of the motor analyzer.
In a sitting position, the center of gravity of the body is located between the IX and X thoracic vertebrae, and the points of support are in the region of the ischial tubercles of the iliac bones. Since the center of gravity of the trunk is higher than its fulcrum, the student's body is in a state of unstable balance. To maintain the trunk in a straight position, the cervical muscles, the long and wide muscles of the back, and the rhomboid muscles are involved.
When sitting, these muscle groups are in a state of activity for a long time. In the studies of A. Lunderfold and B. Akerblom, it is indicated that when the body is tilted, in a sitting position, the bioelectric potentials of all groups of back muscles sharply increase. In a sitting position with an incorrect seat distance, the child's body just takes a tilted position.
Oscillations of the body while standing are of a very complex nature. The center of gravity can change its position under the influence of respiratory movements, heart activity, movement of fluids within the body, etc.
In the process of standing up, as a reflex act, almost all afferent systems are involved: muscular feeling, vision, vestibular apparatus, pressoreceptors and tactile endings, although it has not yet been clarified which of the mentioned sense organs plays the leading role. In any case, it is difficult to imagine that this complex reflex act does not reflect the processes of fatigue developing in the child's body. It is known from the literature that graphical recording of body vibrations has long been used in order to study the influence of various environmental factors on the body.
Observing the landing of students. At school No. 139, where classrooms are equipped with tables and chairs, in grades I-III special observation was made of the posture of students during classes. Throughout the lesson, your proctor recorded how often the students changed the position of the chair in relation to the table. For these purposes, lines were drawn on the floor of the class according to the position of the chair in positive, zero and negative sitting distances, which made it possible to simultaneously observe 10-20 students. The position of the chair relative to the table was noted every 5 minutes in writing, arithmetic, reading, labor and other lessons. The alternation of lessons every day of the week was the same.
Keeping distance. Registration of the position of the chair in relation to the edge of the table made it possible to obtain data indicating that the bulk of students maintain a negative distance during the lesson. In writing, arithmetic and reading lessons, the number of students keeping the correct distance remains the same all the time. Only in labor lessons (modeling, sewing) does the sitting distance change with approaching zero, which is directly related to the nature of the labor lesson. From the first year of study to the third, the number of students observing the correct seating distance for a chair increases.
Change in motor restlessness. The actotrophy data made it possible to trace in dynamics the "motor anxiety" of students during training sessions when they used desks, tables and chairs as the main educational equipment.
On each day of the week, students sitting at a desk, table and chair performed the same number of movements, the differences are insignificant. In both compared groups, the number of these movements increases by the end of the week. Moreover, in the first three days of the week, the number of movements performed is kept approximately at the same level, the existing differences are unreliable.
The absence of significant differences between the averages made it possible to combine all the data for three days and obtain a single initial value of the number of movements characteristic of the first half of the school week. When comparing the initial average and averages typical for the following days of the week (Thursday, Friday, Saturday), we received data indicating that the number of movements from Thursday to Saturday increases significantly. This phenomenon is probably a consequence of increasing fatigue towards the end of the week.
As already noted, there was no significant difference in the number of movements performed by students depending on the type of furniture used, both during one school day and throughout the week. This suggests that the number of movements made by students from the beginning to the end of the week increases with the same intensity regardless of the type of furniture used for classes. In addition to recording the change in the load falling on the pneumatic sensor of the desk seat or chair, the load on other sensors was simultaneously recorded, recording movements associated with the use of the back of the bench (chair) and the cover of the desk (table) as additional supports.
Processing of records in leads from pneumatic sensors located under the table top showed that movements in their frequency and amplitude remained the same throughout the entire lesson and did not change significantly from lesson to lesson. The nature of these movements was determined by the work of the students: dipping a pen into an inkwell, unfolding the alphabet, sticks, etc. The records from the sensors of the back (bench and chair) took into account movements with a large amplitude (over 4 mm). Oscillations of such an amplitude are associated with a sharp deformation of the pneumatic sensors at the moment when the child leaned back on the back of a bench or chair. Such movements characterized periods of "relative immobility" over time.
Actographic data suggest that a more frequent change in posture is the most favorable way to relieve the developing fatigue as a result of the additional load associated with prolonged sitting.
The types of furniture we investigated equally provide students with the opportunity to frequently change their body position while sitting.
General performance. Indicators of the "general" working capacity of first grade pupils during the school day did not change significantly.
The dynamics of performance indicators of visual-motor reactions of students working at tables and chairs was the same as for those working at a desk.
The absence of reliable changes in the indicators of the so-called "general" working capacity and the value of the latent period of the visual-motor reaction in students from the beginning of the school day to the end of it, apparently, is explained by the hygienically correct organization of the pedagogical process: classes at the time of a decrease in the working capacity of rhythm, labor, physical education - a qualitatively different activity in comparison with 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 spent by the body to maintain a straight or slightly inclined position of the body is not excessive for a seven-year-old child and does not affect his performance.
Stabilography was carried out on students in grades I-III in addition to actographic studies.
The analysis of stabilographic data showed that the average amplitude of the displacement of the projection of the general center of gravity in students of grades I-II and III from the beginning of the lessons to the end of them changed significantly, moreover, for the same students studying the types of furniture compared, these changes were unidirectional, without significant differences.
The oscillation frequency for a certain period of time and the ratio of the oscillation amplitude of the projection of the general center of gravity of students in a standing position with eyes open and closed did not change significantly.
In the fluctuations of the projection of the general center of gravity, students show certain age differences: the average amplitude of the deviation of the projection of the general center of gravity decreases with age.
A number of authors point out that a person's resistance to standing up changes with age. Back in 1887, G. Hindsdale established, after conducting a study on 25 girls aged 7-13 years, that the amplitude of body oscillations in children is greater than in adults.
At a later time, many authors noted age-related changes in the indicators of upright standing, and at a younger age, either they were large in their amplitude of fluctuations, or the length of the ataxiometric curve increased. Stability of upright standing increases significantly in children from 5 to 7 years old. According to V.A.Krapivintseva, the amplitude and frequency of body oscillations decrease with age (girls from 7 to 15 years old).
At the age of 7 to 10 years, the stability of the body when standing up is the smallest, up to 11 years old it increases slightly, and only at 14-15 years old this indicator reaches a level close to that of adults. An increase in the stability of upright standing from a young age to an older one is associated with an increase in the support area (the length of the feet becomes larger with age), the general center of gravity is gradually shifting from the level of IX-X thoracic vertebrae to the level of the second sacral vertebra. At school age, the functional capabilities of the muscles change, strength, endurance increase, and at the age of 14-15, these changes generally end. According to L.K.Semenova, the muscles of the back and abdominal muscles, which are mainly subjected to the static load during sitting, are finally formed only by the age of 12-14. The gradual formation of the muscular apparatus increases the stability of the upright position.
V.V.Petrov pointed out the dependence of uprightness on the subject's state of health and mood. LV Latmanizova found that in people with deviations in the state of the nervous system, the frequency of body vibrations is higher than in healthy people. E. Kushke noted that when you concentrate on standing, body vibrations decrease, but then fatigue sets in faster and the amplitude of oscillations increases. A.G. Sukharev investigated the process of fatigue during the work of senior schoolchildren at a drawing table of various heights and found that the amplitude of body oscillations increases with incorrect postures, contributing to a rapid increase in fatigue. Analyzing the data obtained by us in the experiment, we came to the conclusion that the fact of an increase in the amplitude of fluctuations in the general center of gravity in students from the beginning of lessons to the end of them indicates an increase in the processes of fatigue during the school day. Moreover, given the complex reflex nature of upright standing, it can be assumed that this indicator reflects the state of not only the muscular apparatus, but also the higher parts of the nervous system. The absence of significant differences in stabilographic indices for the same students working at desks, tables and chairs suggests that the compared types of educational furniture do not have a different effect on primary school students. This fact is consistent with evidence that the overwhelming majority of students maintain the correct seat distance for a chair.
An increase in the amplitude of fluctuations in the general center of gravity in students from the beginning of the lesson to the end of classes and the absence of differences in this indicator when using different types of furniture is clearly visible on individual stabilograms.
Boy Vanya K., 8 years old, student of the 1st grade, average physical development, average academic performance. When studying at a desk, a stabilotram was recorded before lessons and after lessons. In all stabilograms, the oscillation of the general center of gravity is first recorded when standing with eyes open (30 sec), then with closed eyes (30 sec). After classes, an increase in frequency and amplitude of oscillations is observed. In the same student, when studying at a table and a chair, we see similar changes from the beginning of classes to the end of them. There are no differences in these indicators when practicing compared types of furniture. This is confirmed by the processing of all data by methods of mathematical statistics.
Posture. In schools equipped with different types of furniture, special attention was paid to the state of the students' posture. Posture was assessed by a subjective-descriptive method, as well as objectively, by changing the depth of the cervical and lumbar spine curves. The deviation of the depth of the cervical and lumbar bends from the average values, taken as the norm for the corresponding age and sex groups, was regarded as an indication of posture disorders.
Comparison of the observation results showed that 30% of students entering the 1st grade already have some kind of posture disorders. Similar data were obtained by A. G. Tseitlin and G. V. Terentyeva. In the group of children with impaired posture, rickets are observed in a significant number of cases. During three years of study, the frequency of posture disorders slightly increases, reaching 40% in grade III. For students studying in schools with comparable types of classroom furniture, these changes are unidirectional.
Conclusions:
The above facts indicate that:
1) the constant use of tables and chairs in primary school does not contribute to more frequent violations of posture among students;
2) the use of tables and chairs as educational furniture does not impair the usual dynamics (hourly, daily and weekly) of changes in the functional state of the central nervous system of students;
3) the results of all the studies and observations described in this work make it possible to consider the equipment of classrooms of elementary school students with tables and chairs, as well as desks, as permissible;
4) when using tables and chairs, the teacher must constantly pay special attention to the observance of the negative distance of the chair seat by students during writing and reading.
Children's desk with their own hands, drawings, description and order of its assembly.
DIY children's desk
The proposed model will be able to serve your child for a long time until high school education.
If your child went to school, then you are faced with an acute question about the choice of a desktop or school desk for its normal development. Correct posture and reducing eye strain require an individual approach when choosing a workplace that can adapt to the growth of each student.
Side view (maximum table extension)
Side view (minimum table extension with table top rotation)
The presented model allows:
- adjust the table height from 570 to 720 (mm), the adjustment step is 50 (mm)
- adjust the table tilt angle from 0 ° to 90 ° (the maximum angle is set theoretically), the adjustment step is 5 °
- drawing from 0 ° to 5 °
- letter from 10 ° to 15 °
- reading from 20 ° to 30 °
Components of a children's desk:
- base
- table top lifting mechanism
- table top
BASE
We will make it from a planed board. On the inner side of the guide board, at the end, we mill a groove with a size of 10x10 (mm). Round the sharp edges of the parts. Let's fasten the parts of the legs together using:
for M8 thread.
Attach the top shelf and footrest to the legs with wood screws or confirmations.
LIFTING MECHANISM
We will make it from a planed board. From the outer sides of the guide board, at the end, we mill grooves along the edges with a size of 10x10 (mm). Drill through holes with a diameter of 20 (mm) in the center.
Worktop
We will make it from glued wood or plywood.
We make the swivel mechanism from sheet metal 2 (mm) thick and attach it to the tabletop with wood screws. Alternatively, it can be made from wooden blocks.
Assembly order:
1. We insert the lifting mechanism into the grooves of the base.
2. We will fix the tabletop to the lifting mechanism using studs, washers and M8 nuts.
Do-it-yourself children's desk is assembled. Using the proposed concept for the design and construction of the structure, you can modify and supplement the model yourself with various shelves, pencil cases and glasses for office supplies.
Do-it-yourself growing desk drawings
A growing desk with your own hands, drawings, diagrams and functional dimensions of the table, capable of ensuring the normal and healthy development of the child during classes.
Requirements for children's tables are regulated by GOST 11015-93 "Student tables". Based on the specified GOST, they are made in six numbers and have their own color coding depending on the average height of the student.
The model described in this article allows you to adjust the desk in two functional sizes for the average student's height from 105 to 180 (cm):
- along the height of the working plane from 460 to 760 (mm) (∆h = h1 - h = 300) with an interval of 50 (mm)
- by the angle of rotation of the working plane from 0 to 16 ° (∆φ = φ1 - φ = 16) (four positions 7, 10, 13.16 °)
The presented model consists of three assembly units:
- Table top.
- Movable racks.
- Fixed racks.
1. WORKTOP
The size of the working plane is 500x700x20 (mm).
DIY children's desk drawings
The desk cover (1) is installed horizontally, or fixed at an angle of 7, 10, 13 or 16 °. Two plates are welded to a square tube (2) 15x1.5 (mm): the swivel axis mount (3); fixing the angle of rotation of the table top (4). The tube (2) is fixed to the table top with four screws (6). The end plane is closed with a decorative plug (5). The table top has two recesses 220x20x5 (mm) for pencils, pens and other accessories.
