10.12.2010

Often, along with the baggage of knowledge, the child also takes out a puffy medical record from school.

Of course, heredity, lifestyle, quality of care and the environment cannot be discounted. But at the same time, school factors, according to the Russian Ministry of Health, account for 25% of the total causes of deteriorating children's health.

The most common "school" diseases:

1. Neuroses. Stress plays a major role in their appearance. This can be both problems with adapting to school, and general fatigue of the child. According to the Ministry of Education, over the past 60 years, the monthly teaching load has increased by 100%. According to sanitary and hygienic standards, homework should be given to the child so that he can complete them in a certain time. In the 1st grade (from the second half of the year) - up to 1 hour, in the 2nd - up to 1.5 hours, in the 3rd - 4th - up to 2 hours, in the 5th - 6th - up to 2.5 hours ., at 7 - 8 - up to 3 hours, at 9 - 11 - up to 4 hours (SanPiN 2.4.2.1178-02, clause 2.9.19). A large burden gives the parent the right to complain to the school administration.

But after all, a rare student now only deals with lessons: there are also loads in a music school, or in a drawing studio, or in a foreign circle. And in the child's schedule there is no time for a simple daily walk ...

1. ENT diseases. Frequent colds in elementary school should not worry you, especially if the child has not attended kindergarten before. As soon as the child's immunity learns to fight viruses and builds up its defense, ARVI will become a rare occurrence. However, if every cold is accompanied by "bonuses" - bronchitis, otitis media, pneumonia, etc. , you need to seriously analyze the reasons. You may be sending your recovered child to school early. After all, after an illness, you need a sparing recovery regime, walks, and healthy sleep. School stress also plays a role in frequent colds.

2. Myopia. Very often in the classroom and at home there is dim lighting, the child does not have time to do his homework in daylight, he sits for a long time, hunched over his textbooks. And for good grades, it is also rewarded by playing games on the computer or watching cartoons. Raise the issue of lighting in a parent-teacher meeting, set up a preparation space at home, teach your child about eye gymnastics. A balanced diet and vitamin intake are also important.

3. Scoliosis or stoop. It often develops in schoolchildren due to furniture that is not suitable for growth. The chair and table at which the child is engaged should be easily adjustable in height. In addition, many hours of classes and preparation for them make children sedentary. At the same time, breaks are short, and physical education hours are reduced in most schools.

Try to convince your child that a straight back and correct posture are beautiful. In addition, when the back is bent, the heart, lungs and other internal organs work worse, the body lacks oxygen, hemoglobin decreases, and, accordingly, general well-being. And take on board sports, morning exercises, posture exercises. Here, of course, the personal example of the parents acts best of all.

4. Gastritis and other diseases of the gastrointestinal tract. Snacks on the run, dry food, too long breaks in meals - these are the main disadvantages of organizing school meals. Schoolchildren either save money "for breakfast" or spend on chips, sweets and cola.

To reduce the harm of such a diet, try to feed your child a varied and healthy meal at home, give healthy snacks with you - fruits, sandwiches with vegetables, cheese, yogurt, nuts, dried fruits, etc. If the child often eats in public catering - ask to keep receipts. So you can adjust his diet.

Of course, it is easiest to blame someone else for a child's illness - the school or the doctors. But think about it: will a brilliantly educated, and at the same time unhealthy person be happy? Therefore, start the prevention of school diseases with your attitude to the child's studies. Prioritize.

Elena Andreeva

05/01/2010 Children's orthodontics Very often, parents ask themselves whether it is worth paying attention to the bite of milk teeth, maybe it makes sense to wait until all milk teeth are replaced by permanent ones? The answer is unequivocal: it is necessary to start practicing the correct bite from an early age, as soon as you notice the problem.

Georgy Danilenko, the head of the hygiene department of school-age children of the Institute of Public Health, spoke about the level of health with which our children end the school year.

Diseases of the musculoskeletal system are leading in this rating, in particular, posture problems such as stoop and scoliosis. The second place is occupied by endocrine diseases, most often manifested by problems of excess weight, the third - by diseases of the respiratory system. This is an allergy, bronchial asthma, which is caused, in particular, by the presence of fungus in classrooms.

Add to this list vision problems, in particular school myopia (nearsightedness). This happens due to poor and incorrect lighting in the classrooms and at home at the desk, frequent sitting at the monitor screen. And also a prominent place in this list is occupied by diseases of the gastrointestinal tract, most often we are talking about gastritis (which leads to an irregular diet, frequent consumption of snacks and sugary carbonated drinks).

Worse, the student's daily routine as a whole is extremely ad hoc. Children wake up early, but at night they sit at the computer. Students come to study sleepy. Both the nervous system and the cardiovascular system suffer from this. At the same time, the majority leads a sedentary lifestyle. In general, we have an extremely disappointing situation, because only ten percent of schoolchildren in our country are relatively healthy.

So who is to blame, the school or the parents?

It is imperative that the health status of children in educational institutions is monitored by a sanologist, this is a specialist engaged in the formation (!) Of the child's health potential.

But it would be wrong to blame only teachers or doctors for everything. Situations of parental inaction are quite common. It often happens that during a physical examination, parents are advised to show their child to a specialized specialist. For this, it is often necessary to undergo additional examinations and even be under the supervision of a doctor in a hospital. Whereas parents often do not.

Moreover, they only verbally inform the class teacher about the suspicion of problems, say, in the work of the child's cardiovascular system. But this information is not received by the physical education teacher and the school doctor ...

Therefore, you should not look for the guilty, it is necessary that everyone conscientiously fulfills their duties. Both teachers and parents should raise the level of their own responsibility for the health of the child. Otherwise, we are talking about direct prerequisites for a schoolchild to enter adulthood with a whole bunch of serious ailments.

The following indicators form the basis for the hygienic assessment of the health status of children and adolescents:

The absence or presence of chronic diseases at the time of the examination;

The level of achieved physical and mental development and the degree of its harmony;

The degree of the body's resistance to adverse influences;
- features of the functioning of the main physiological systems of the body.

The study of the state of health of the child population includes taking into account chronic diseases, the functional state of the leading systems of the body, the level and nature of morphological, functional and mental development, as well as current morbidity.

In accordance with the above criteria, the following have been developed at the Scientific Research Institute of Hygiene for Children and Adolescents. health groups for children and adolescents :

1st group - healthy with normal development and level of functions;

2nd group - healthy, but with functional and some morphological deviations, as well as reduced immunobiological resistance to acute and chronic diseases;

3rd group - patients with chronic diseases in a state of compensation with reduced functional capabilities of the body;

4th group - patients with chronic diseases in a state of subcompensation with reduced functional capabilities;

5th group - patients with chronic diseases in a state of decompensation with significantly reduced functional capabilities of the body. Children of this group, as a rule, do not attend childcare facilities, and therefore, they are often not covered by mass preventive medical examinations.

One of the most important indicators of the health of the growing generation is physical development. Under the term "physical development" of children and adolescents the state of morphological and functional properties and qualities is understood, as well as the level of biological development. Physical development reflects the general level of social and hygienic living conditions. The study physical development included in any assessment program.

The physical development of children and adolescents is characterized by a complex and diverse set of the following indicators:

Somatometric (body length and weight, chest circumference);

Somatoscopic (shape of the chest, back, feet, posture, condition of the muscles, fat deposits, skin elasticity, puberty);

Physiometric, or functional (vital capacity of the lungs, the force of compression of the hand).

To biological risk factors features of the antenatal period (gestosis of pregnancy, the threat of miscarriage, abnormal fetal position, multiple pregnancy, polyhydramnios, post-term pregnancy, surgical interventions during pregnancy, acute diseases and exacerbation of chronic diseases during pregnancy, occupational hazards in parents, unjustified intake of drugs, alcohol consumption and drugs, etc.), features of the course of the intrapartum period (prolonged anhydrous period, premature labor, prolonged or rapid labor, benefits in labor, operative delivery, umbilical cord pathology (prolapse, entanglement), newborn asphyxia, etc.), features postnatal period (hemolytic disease of the newborn, acute infectious and non-infectious diseases, early transfer to artificial feeding, etc.), burden of the genealogical history.

Social risk factors include such as single-parent families, poor living conditions, low material security, low educational level of family members, etc.

To psychological risk factors include an unfavorable psychological microclimate in the family, the characterological characteristics of the mother (increased anxiety, tension), the presence of bad habits in parents, etc.

Medical statistics indicate that the first enemy of high school students is decreased vision. Poor posture- this is a consequence of prolonged sitting at a desk in 8 out of 10 schoolchildren. The reasons for stooping are clear: students do not follow the correct seating position at the desk, and teachers do not have time to tug at them. The habitual hunchback is fixed with a heavy knapsack behind the shoulders and fatigue of the delicate muscles of the back. With a strong deviation of the thoracic spine back, doctors can diagnose kyphosis "hump", and with a curvature to the side - scoliosis.

To prevent this from happening, you need to choose the right backpack for the student, and he should wear it on both shoulders and not overload with textbooks. At the desk, you need to sit straight, not leaning on it. School furniture must be appropriate for the height of the children (school administrators must monitor this).

As an individual prophylaxis, exercises with a gymnastic stick, which you need to press with your hands to the back in the area of ​​the shoulder blades, are good and do the exercises:

· Walking around the room on toes, heels, inner and outer surfaces of the feet;

Squats;

· Tilts to the right and left;

· Turns to the right and left;

· Forward bends;

Exercises with a weight on the head are effective. A small bag of sand is placed on the crown of the head, which must be held while walking around the room and squatting.

Do not think that "school is not work", there is nothing to worry about. Studying is stressful, and psychologists note that half of schoolchildren suffer from various forms neuroses... Nervous system disorders are characterized by anxiety, restlessness, tension and restless sleep.

Reasons: heavy workload, inadequacy to academic requirements, and chronic sleep deprivation.

At primary school age there is insufficient bone hardness due to the predominance of organic substances over mineral substances (calcium, phosphorus, magnesium). This requires constant monitoring of the correct posture during reading and writing in order to avoid the appearance of spinal deformities.

The spine normally has physiological curves in the sagittal plane: cervical, thoracic and lumbar, which perform a shock-absorbing function when walking, running and other movements. The depth of the cervical and lumbar bends is 3-5 cm, depending on the length of the spine.

The posture of a person depends on the shape of the spine, the uniformity of development and tone of the muscles, age characteristics and habits.

Posture is the usual posture of a naturally standing person, when the body and head are held straight without active muscle tension.

All types of posture are conventionally divided into 2 groups:

1st - types of posture in which the cervical and lumbar sagittal bends are equal to each other or differ by no more than 2 cm (normal, erect and kyphotic);

2nd - types of posture in which the difference between the cervical and lumbar sagittal bends exceeds 2 cm (lordotic, stooped).

Normal- the cervical and lumbar bends do not exceed 3-5 cm, depending on the length of the spine, the head is raised, the shoulders are slightly set back, the chest protrudes slightly forward, the abdomen is tucked up.

Straightened- all physiological curves are smoothed, the back is sharply straightened, the chest is noticeably protruding forward.

Kyphotic- the cervical and lumbar bends are sharply increased, the head and shoulders are lowered, the stomach protrudes forward.

Lordotic- the lumbar bend is sharply increased while the cervical bend is smoothed, the upper part of the body is tilted back a little, and the stomach is protruding.

Such posture at an older age may indicate a somatic pathology that affects the physical development of the body as a whole.

Slouchy- increased cervical bend while smoothing the lumbar, the head is tilted forward, the shoulders are lowered. This posture is often found in adolescents due to a sharp increase in body length in the prepubertal period, the adolescent slouches, trying to seem shorter, since he is not used to the sharply increased total size.

At primary school age, the muscular system also begins to develop intensively, but unevenly: the large muscles of the back and trunk develop faster than the small muscles, including the hands, which makes it difficult to perform fine and precise movements.

APPLICATION

Anthropometric tests

Currently, to determine the level of health in mass examinations of people, it is recommended to use fast, non-laborious screening methods.

Screening (English screening, selection) - active mass screening of the population in order to identify signs of health disorders or health risk factors, which makes it possible to select people in need of appropriate treatment and prophylactic measures.

Anthropometric tests. Physical development is a change in the forms and functions of the human body during his life. It is possible to determine the level and characteristics of physical development, first of all, with the help of anthropometry.

Anthropometry- a system of measurements and research in the anthropology of linear dimensions and other physical characteristics of the body.

Anthropometric measurements are carried out according to the generally accepted method using special, standard instruments. Measured: standing and sitting height, body weight, circumference of the neck, chest, waist, abdomen, shoulder, forearm, thigh, lower leg, VC, back strength and strength of the hand muscles, diameters - shoulder, chest and pelvic-crest, fat deposition.

Weight estimation formulas.

Paul Brock's formula (height-weight indicator):

It is the simplest method for determining weight.

With a height of 155-165 cm minus 100;

With a height of 165-175 cm minus 105;

With growth over 175 cm minus 110.

Body mass index (Quetelet index):

Adopted in international practice. It is the ratio of a person's weight in kilograms to their height in meters squared.

Weight, kg)_____

Height (m) x Height (m)

Criteria:

20-25 - the norm;

25-30 - obesity of the 1st degree;

30-40 - obesity of the 2nd degree;

More than 40 - obesity grade 3.

The ideal score is 22.

Weight and height indicator:

It is the ratio of a person's weight in grams to their height in centimeters.

An indicator of less than 300 g for adults or less than 200 g for children aged 12 to 15 years indicates insufficient weight. And the indicator is more than 400 g for overweight.

Chest and shoulder test:

The subject stands in a familiar posture. Measurement is taken from the front (front size - chest) and back (back size - back). Each measurement is taken between the large tubercles of the humerus.

It is the ratio of the front (cm) to the back (cm).

Criteria:

Norm - 1 or more;

0.9 - the borderline state between the norm and the violation of posture;

0.8 or less - indicates the presence of signs of a clear violation of posture.

Erisman Index:

Its essence lies in the fact that in a calm state, the circumference of the chest should be 4-5 cm less than half the height.

The proportionality index between body length (height) and body weight:

Calculated as follows:

K = body weight (kg): body length (cm) x 100.

K index score:

35 - 24 - exhaustion;

Less than 37 - sufficient fatness;

More than 40 - increased fatness;

45 - 54 - obesity.

The proportionality index between body length and chest girth:

Calculated using the following formula:

K = chest circumference (cm): body length (cm) x 100.

K index criteria:

50 - 55 - proportional chest (normosthenic);

Less than 50 - narrow chest (asthenic);

More than 55 - broad-chested (hypersthenic).

Pignet exponent:

Formula for determining the indicator: Height (cm) - (weight in kg + chest circumference in cm).

Criteria:

10 or less - strong constitution;

20 - good;

20-25 - average;

25-35 - weak;

35 or more is very weak.

Shoulder circumference measurement:

Allows you to determine the degree of muscle development. For calculations, two measurements are made:

1 - measurement in cm of the shoulder circumference in a calm state (the hand is lowered and relaxed);

2 - measurement in cm of the circumference of the shoulder (biceps) in a state of tension (the arm is bent at the shoulder joint).

Formula for determining the degree of muscle development:

(2 dimension - 1 dimension) x 100: 1 dimension.

Criteria:

5 - reduced muscle development;

5-12 - the norm;

12 or more - athletic musculature.

The ratio between the girth of the abdomen and chest:

The essence of this test is that the girth of the abdomen at the height of the navel should not be greater than the girth of the chest.

Step test.

It is designed for those who are able to overcome their insecurities, cope with laziness and deal a devastating blow to extra pounds... Check how good your physical condition is.

Try to climb a step and descend from a step 30 cm high for 3 minutes. Usually, the steps are performed in the following sequence: right leg - up a step, left leg - up a step, right leg - down, left leg - down.

Change the leg with which you are starting the lift several times during the test. At the same time, straighten your torso, and with your hands perform the same movements as during normal walking.

If you experience any discomfort during the test, stop immediately.

After completing the test, sit on the bench and begin to count your heart rate no later than 5 seconds later. Evaluate the counting results according to the following data:

Heart rate (bpm):

Women (20-46 years old)

79-84 - Excellent

90-97 - Good

106-109 - Above Average

118-119 - Mediocre

122-124 - Below Average

129-134 - Bad

137-145 - Very bad

Men (20-46 years old)

81-90 - Excellent

99-102 - Good

103-112 - Above Average

120-121 - Mediocre

123-125 - Below Average

127-130 - Bad

136-138 - Very bad

Introduction

The relevance of research.

The health of a growing person is not only a social problem, but also a moral one. The child himself must be able not only to be healthy, but to raise healthy children in the future.

The introduction of a student to the problem of preserving his health is, first of all, a process of socialization - upbringing. This is the creation of a high level of mental comfort, which is laid from childhood for life. For the formation of mental comfort, knowledge is needed about the laws of development of one's body, its interaction with social factors. The existing system of school education, for all its scientific character, does not take into account the main thing: a specific person, individual laws of his development. The inconsistency of the school system of education and the development of the child's personality with the specific laws of individuality imposes a kind of vicious stereotype on the so-called home upbringing, when each mother proceeds not from the needs of her child, studied thoroughly, but from the general position "this is accepted, this is how it should be!" As for the fathers, they generally do not bother themselves with this problem.

Everyone is interested in the good health of the younger generation - both parents, teachers and doctors, but practice shows that they do not make enough efforts to preserve it. The health of children deteriorates with age: their functional capabilities decrease in the course of study, which makes it difficult to master the curriculum, restricts the choice of a future profession. Basic, and even more profiled school education should not worsen, but improve the health of students by improving their knowledge, developing skills and abilities to strengthen their health and the health of those around them.
So, at present, only 46% of children under the age of 7 are considered to be practically healthy. During primary school, the number is absolutely healthy schoolchildren to the fourth grade it decreases by 4-5 times. By the eighth grade, the frequency of visual impairments increases by 5 times, the digestive and urinary system by 3-4 times, postural disorders by 2-3 times, and neuropsychiatric disorders by 1.5-2 times.

Purpose of the study- to form the concept of "school" diseases and determine the ways to improve the health of schoolchildren.

Object of study- educational process aimed at disease prevention.

Subject of study- conditions for the formation healthy way life of schoolchildren as a basis for disease prevention.

In accordance with the goals, object and subject of the study, the following were set and resolved. tasks:

1. Select and analyze scientific and methodological literature on this issue.

2. To identify the basic hygienic conditions for maintaining the health of students at school.

3. Determine the impact of the educational process on the health of schoolchildren.

4. To study the basic forms and methods for the prevention of "school" diseases.

The main hypothesis was based on the assumption that disease prevention is effective if:

Hygienic conditions at school contribute to the preservation of the health of students;

The educational process has a positive effect on the prevention of "school" diseases.

Practical significance:

Carrying out further scientific research of diseases of students of MBOU "Secondary School No. 13";

Use of the obtained data in the work of specialists in the field of medicine and pedagogy.

During the research, the following were used methods: study and analysis of literary sources, generalization of the studied material.

1. "School diseases".

Such a deplorable state of children's health is not only the result of an active adverse effect of socio-economic factors, but also a number of such organizational and pedagogical factors as:

inconsistency of programs and teaching technologies with the functional and age characteristics of students;

non-observance of elementary hygienic requirements for the organization of the educational process;

excessive intensification of the educational process (an increase in the pace and volume of the educational load);

unjustifiably early start preschool systematic education;

insufficient awareness of teachers in the development and protection of child health;

insufficient literacy of parents in the formation, preservation and strengthening of children's health.

Of the above, the hygienic factor should be highlighted, on which the creation of optimal learning conditions at school largely depends. Back in the early 19th century. As a result of the first hygienic research, a close relationship was established between the appearance of so-called "school" diseases in children (myopia, poor posture, etc.) and hygienic conditions at school. Unfortunately, knowledge of hygienic standards and requirements for the organization of education does not mean a real solution to the problem of preserving the health of schoolchildren.

Educational activities are potentially hazardous to health. However, the goal of doctors should not be to state the facts: how many times the condition of the teeth of schoolchildren worsens as they gnaw into the granite of science, but to search for possible ways to preserve them.

1.1 Air-thermal regime in an educational institution.

This is one of the most important environmental factors influencing the performance and health status of children and adolescents. As a result of the prolonged stay of children in closed rooms, the air is polluted. In addition to carbon dioxide that a person inhales, the body releases more than 200 chemical compounds into the air: methane, ethane, ammonia, acetone, methyl and ethyl alcohol, hydrogen sulfide, chlorine-containing compounds, benzene and many others. All this is anthropogenic discharge. Scientists often refer to these compounds of air waste as anthropotoxins - human poisons. And since there is currently an increase in the number of children with allergies, attention to the air-thermal regime should also be close.

The state of the air environment is characterized by indicators of temperature, humidity, mobility, etc. Any indicator varies within different limits. Depending on the range of changes, there are:

· Optimal parameters are a change in the indicator within narrow limits. They define the comfort zone in which the maximum performance of students is possible;

Permissible limits are a change in the indicator within wide limits, beyond the upper and lower boundaries of which they speak of a violation of sanitary and hygienic standards for this indicator (Appendix 1, table 1).

The air temperature in the premises should be differentiated depending on its purpose and climatic conditions and should be:

· In classrooms, classrooms, laboratories - 18 - 20 ° C with conventional glazing and 19 - 21 ° C - with strip glazing;

· In training workshops - 15 - 17 ° C;

· In the assembly hall, lecture hall, singing and music class, club room - 18 - 20 ° C;

· In informatics rooms - optimal 19 - 21 ° C, allowable 18 - 22 ° C;

· In the gym and rooms for sectional classes - 15 - 17 ° C;

· In the dressing room of the sports hall - 19 - 23 ° C;

· In doctors' offices - 21 - 23 ° C;

· In recreation - 16 - 18 ° C;

In the library - 17 - 21 ° C,

· In the lobby and cloakroom - 16 - 19 ° C.

Constant deviations from comfortable indicators adversely affect the condition of students and increase the risk of impairment of their health.

Dry air (influence on the voice) is unfavorable for both children and teachers. In the premises of educational institutions, the relative humidity should be maintained within 40 - 60%. This indicator is determined by psychrometers in the breathing zone. The allowed range is 25-60%. A simple way to increase humidity: put wet towels on the battery, the lower edge of which should be dipped into containers of water. You can simply spray in class using a bottle with a simple nozzle.

In any room there are two ventilation systems, air flow through the vents and a ducted exhaust system with natural and mechanical motivation (workshop, cooking, dining room). The lack of an unorganized local air flow creates inadequate air quality in the office, especially since the forced ventilation in schools is very old.

Before the start of classes and after their end, it is necessary to carry out end-to-end ventilation of the classrooms. On warm days, it is advisable to conduct classes with open transoms and vents. The duration of through ventilation is determined by weather conditions (Appendix 1, table 2).

However, when ventilating, we can bring dirty air from the street into the room, so it is better to install air conditioners.

To maintain optimal air conditions, it is necessary that:

· The number of schoolchildren corresponded to the hygienic norm of capacity;

· The hygienic ventilation mode was carried out;

· Carried out daily wet cleaning of classes after classes and during a big break;

· Exercises with physical activity were held in special rooms.

1.2 Illumination of school premises.

Insufficient and incorrect illumination leads to a progressive deterioration in health, decreased performance, increased neuropsychological stress, and fatigue.

Daylight especially stimulates the brain. And if it is enough, then you need to exclude the inclusion of additional lighting.

Sunlight has a tonic and strengthening effect on the body, increases overall resistance to disease, creates the conditions necessary for the normal growth and development of children and adolescents. The light regime cannot be considered in isolation from the protection of vision. Schools should be provided with natural and artificial lighting that meets modern standards and regulations. This is a necessary condition for maintaining general and visual performance, preventing rapid eye fatigue and visual disturbances.

The daylight location goes to the left to the desks located inside the classroom. Natural lighting is determined by basic norms and indirect indicators.

The main standards include:

· Location of the building and orientation of windows;

· Sufficient coefficient of natural illumination (Keo);

· Sufficient light coefficient (Ksv);

· Sufficient depth factor (Кз).

The orientation of the windows of the room relative to the cardinal points has a significant effect on the level of illumination. The greatest illumination in the first half of the day at all latitudes is observed with the east and south orientation of the windows.

Indirect indicators affecting the level of natural light:

· Size, configuration and equipment of windows, their sanitary condition (cleanliness);

· The size of the walls, the height of the window sills, the distance from the ceiling to the upper edge of the window;

· Painting the interior of the premises;

· Arrangement and coloring of furniture;

· The distance from the school to a nearby high-rise building, to trees and bushes.

Artificial illumination can be carried out by fluorescent lamps and incandescent lamps. Artificial lighting comes from above. The teacher must make sure that all lamps are lit.

Failure to comply with the requirements for lighting develops visual fatigue, decreases overall performance and labor productivity.

1.3 School furniture.

Items of equipment for children and adolescents must correspond to their anatomical and physiological characteristics and anthropometric data. Furniture and other equipment should contribute to the correct, comfortable posture of the child, in accordance with the proportions of their body. Classes at school are associated with static tension of the muscles of the back, abdomen, limbs.

Younger schoolchildren show less stability of posture in comparison with middle and older age. The task of maintaining the posture includes minimizing the deviation of the center of gravity from the equilibrium position. With an increase in the inclination of the body, a shift in the center of gravity and an increase in the amplitude of its oscillations occur, at the same time the tension of the muscles of the neck and back increases, while there is an increase in the pulse rate, a decrease in the amplitude of respiratory movements, visual impairment is noted, venous congestion in the limbs is recorded, compression of the intervertebral discs.

The position of the body is considered correct if:

· Stable balance and center of gravity do not go beyond the support area;

· There is a normal activity of the cardiovascular, respiratory, digestive systems, auditory and visual analyzers;

· There is no additional static voltage.

Seating a student at a desk is considered correct if:

· There is a sufficient number of support areas (seat, back, floor);

· The thighs lie on the seat not less than 2/3 and not more than 3/4 of their length;

· The distance of the eyes from the working point (notebook, book) is equal to the length of the forearm and hand with extended fingers;

· The chest is 5–6 cm away from the edge of the table (palm width);

· The legs are bent at the knee and hip joints at a right or slightly obtuse angle (90–100 °).

Competent selection of school furniture is necessary for:

· Ensuring the correct body position and long-term performance;

· Normal physical development;

· Prevention of disorders of the musculoskeletal system.

School furniture is standardized and the leading criterion in determining the furniture group is the student's height.

Each student is provided with a comfortable workplace at a desk or table in accordance with his height and state of vision and hearing. When choosing furniture according to the height of the students, its color marking is made. Stools or benches are not used instead of chairs (Appendix 1, table 3).

Various types of wood can serve as materials for the manufacture of school furniture: lumber, plywood, chipboard and fiberboard (ash, birch, beech, pine, spruce, fir) - and various plastic materials. The surface should be smooth, matte. Color - all shades of green and natural wood.

The teacher also needs to constantly remind the student of the correct posture during class. According to the Scientific Center for Children's Health of the Russian Academy of Medical Sciences, the correct posture for students should correspond to various parameters of the child's body and should change when he performs various educational activities: when writing, when reading, standing at the blackboard or at the desk.

If difficulties arise with the selection of furniture, it is better to put the student at a desk larger than required.

The placement of furniture is essential to create an optimal learning environment. The distance from the outer wall to the first row of tables must be at least 0.5 m (0.6–0.7 m); from the inner wall to the third row and from the back wall to the last desks - from 0.5 to 0.65 m; from the blackboard to the first tables - not less than 2 m and not more than 3 m; between the rows -0.6–0.8 m. When seating students in the classroom, it is necessary to take into account their anthropometric data (height) and state of health.

For children with hearing and vision impairments, desks, regardless of their number, are placed first, and students with reduced visual acuity should be placed in the first row from the windows.

Children who often suffer from acute respiratory infections, tonsillitis, colds should be seated further from the outer wall.

1.4 The influence of indoor plants on the microclimate of classrooms and the health of students.

Microclimate is a complex of physical factors of the internal environment of premises, influencing the heat exchange of the body and human health. Microclimatic indicators include temperature, humidity and air velocity, surface temperature of enclosing structures, objects, equipment, as well as some of their derivatives (air temperature gradient along the vertical and horizontal of the room, the intensity of thermal radiation from internal surfaces).

Optimal microclimatic conditions are a combination of microclimate parameters that, with prolonged and systematic exposure to a person, provides a feeling of thermal comfort and creates the preconditions for high performance.

Permissible microclimatic conditions are such combinations of microclimate parameters that, with prolonged and systematic exposure to a person, can cause stress in thermoregulation reactions and which do not go beyond the physiological adaptive capabilities. At the same time, there are no violations in the state of health, there are no uncomfortable sensations of heat that worsen well-being and a decrease in working capacity. The optimal parameters of the microclimate in the premises are provided by air conditioning systems, and the permissible parameters are provided by conventional ventilation and heating systems.

Currently, scientists have found that, in addition to aesthetic properties, plants have another useful function - indoor plants improve the composition of the air, purify the atmosphere, which has a beneficial effect on our well-being and brain activity.

The air environment of city apartments and, in particular, classrooms is far from ideal. In addition to ordinary dust, often indoor air has a high content of chemical compounds emitted by building materials and furniture. In addition, the air contains opportunistic microorganisms such as staphylococcus aureus, microscopic mold fungi. These organisms, getting into favorable conditions on the mucous membranes of the upper respiratory tract, can cause acute respiratory and allergic diseases. Plants, on the other hand, often serve as a filter for harmful substances, being detoxifiers and air ionizers.

It is necessary to study in detail indoor plants and their effect on our health. And among all their variety, there are those that cleanse the air from toxins, and, therefore, improve the microclimate of the premises.

All indoor plants can be divided into several groups according to various criteria:

1) Appearance

- Decorative leaf

They form an integral part of the interior. As a rule, they bloom with small and decorative flowers. They are grown for their beautiful leaves, usually green or other unusual colors: yellow, red, some plants have leaves that change color in autumn. The forms of the leaves are: lobed, dissected, linear, oval, etc. Most of the leaf blades have serrated edges.

- Beautifully flowering

This most extensive group of indoor plants is considered to be the most valuable indoor plant. Some plants form berries and fruits. Plants bloom at different times of the year, some all year round. The flowering period of each species ranges from several days to several months. Among the many flowering plants, there are annuals that wither after the first flowering.

2) Effect on the human body

1. Useful.

Have a beneficial effect on human health or mental performance. They purify the air from harmful substances, ionize it.

2. Neutral

They do not have a pronounced effect on a person.

3. Harmful (poisonous)

Have a negative impact. Touching, eating or inhaling the smell of these plants can lead to a general deterioration in well-being, allergic reactions, etc.

Purification of air from toxins by plants.

If, while in the classroom, you constantly suffer from headaches, distraction of attention or breathing problems, the reason may be an unhealthy microclimate in the office, associated, as a rule, with harmful substances in the air. Such phenomena are most often observed in newly renovated offices.

In the air of the audiences (especially with European-quality repair) there are in a certain, albeit small, concentration of harmful substances that can be allergens:

Formaldehyde is a chemical used in the manufacture of plywood, furniture, carpets, fibrous materials and some types of insulation;

Various solvents found in paints, plastics, adhesives and some other chemical products used to decorate apartments;

Various microorganisms;

Modern building materials often become a source of harmful substances that can cause considerable harm to health. Houseplants will be able to help - they serve as a filter for harmful substances sprayed in the air. Plants produce phytoncides - volatile substances that kill viruses, fungi, and pathogenic bacteria. The most effective in the fight against building poisons are aloe, chlorophytum, ficus, dieffenbachia, dracaena, azalea. And you can eliminate microbes from the air with the help of begonia, rosemary, myrtle, pelargonium. In addition, indoor flowers increase the air humidity in the room, remove carbon dioxide, and thanks to the large leaf area, the plants become a unique acoustic device that dampens loud sounds.

Today, more and more attention is paid to sealing rooms for better heat conservation. Air in classrooms is still exchanged, but it takes longer than before, leading to the accumulation of pollutants in the air to levels that threaten the health of students.

Such a "chemical cocktail" can lead people predisposed to various allergic reactions or respiratory pathologies to loss of health and illness.

Since the 80s, doctors and traditional healers have known symptoms, the causes of which cannot be identified with conventional diagnostic methods. Especially remarkable was the fact that patients immediately improved as soon as they got into a room with fresh, clean air. Then the concept of "Sick-Building-Syndrom" (unhealthy room syndrome) was introduced. Symptoms of this syndrome are fatigue, depression, headaches, asthma, irritation of the mucous membranes of the eyes, nose and throat, blockages of the nasal and frontal sinuses,

skin diseases, allergies and in the worst cases, malignant tumors. Often, toxic substances contribute to the development of additional allergic reactions to dust, house mites, mold spores, pollen and food in hypersensitive people.

The American Society for the Protection of the Environment considers the pollution of living space ("climate of life") poisonous substances one of the five most dangerous evils that threaten human health. The reason for the "bad atmosphere" is the completely isolated modern classrooms, which are closed to air.

Plants are able to filter out or transform toxic substances and improve the air in the home. In addition, they humidify the air, unless, of course, we leave them without water. (Appendix 1, table 4).

Filters-purifiers can be not only plant leaves, but also roots. They are helped in this by millions of microorganisms that are in the ground for flowering.

Harmful and poisonous plants

We have to remember that the presence of plants in the office can worsen the condition of people suffering from bronchial asthma. Fungi of the genus Aspergillus, often present in the soil, are the cause of lung disease - allergic aspergillosis. The spores of fungi, getting into the bronchi with the inhaled air, settle in them and begin to multiply. Therefore, you should not use ground with fallen leaves and straw as a soil for indoor plants. In general, when watering flowers, make sure that no excess moisture is formed in the soil and pallet. It is harmful both for plants (roots rot) and for the health of students.

Very often, indoor plants are used as a home first aid kit. Aloe, Kalanchoe are called “doctor plants”. But with a huge number of indications for use, the same aloe (agave), it turns out, has many restrictions. Aloe juice is contraindicated in kidney and liver diseases, it is not recommended for severe heart disease, hypertension, acute indigestion, people over 40, with uterine and hemorrhoidal bleeding, long pregnancy.

Finally, among indoor plants there are poisonous ones, and they are very common in our classrooms. For example, oleander and dieffenbachia, the juice of which is very dangerous.

The white juice of all euphorbia contains substances that irritate the skin in varying concentrations. This family includes the most beautiful euphorbia, also known under the names poinsettia and "Christmas star", Mila's euphorbia, motley codiaum, akalifa.

You can pity those who are allergic to primroses: from the slightest contact with primrose inverse conic, they begin to irritate or inflame the skin. It is in this species that there are secretions on the thin hairs of leaves and stems, to which many people react so sensitively. The primroses, however, are not poisonous. A similar substance is found in peach cyclamen tubers, which, however, are not often touched by anyone. (Appendix 1, table 5).

1.5 The daily routine of schoolchildren.

The concept of "daily regimen" includes the duration, organization and distribution of all types of activities, rest and meals during the day. The rational regime assumes the compliance of its content, organization and construction with certain hygienic standards. These standards are based on the laws of human higher nervous activity and take into account the anatomical and physiological characteristics of a growing organism.

The daily regimen is an important factor that ensures the normal physical and mental development of children and adolescents, creates the prerequisites for optimal performance, prevents the development of overwork, and increases the overall resistance of the body.

From a physiological point of view, the regime is considered as a system of conditioned reflex reactions, acting as a dynamic stereotype. Getting used to the new regime occurs gradually, over a period of time. Therefore, one of the principles of the hygienic regime is its strict implementation, the inadmissibility of frequent changes, the gradual transition to a new regime of education and upbringing.

Another hygienic principle can be formulated as follows: students' activities of different nature and duration should be feasible and not exceed the limit of the efficiency of the cells of the cerebral cortex; rest should provide full functional recovery of the body. Therefore, all types of activities and recreation of children should be included in the daily regimen, taking into account their age.

There are six main components of the regime:

· Walks in the air;

· Educational activities;

· Play activities and leisure at your choice;

· Meals;

· personal hygiene.

Depending on the age, the content of the regime and the daily budget of time change. The daily time budget is understood as the duration of all regime moments. The rational distribution of the components of the regime during the day, their change and alternation is important. Following this principle, one should proceed from:

· Accounting for daily biorhythms characteristic of the body of a child and adolescent;

· Rational alternation of activities;

· Use of mechanisms to increase the efficiency of cells of the cerebral cortex.

The daily biological rhythm is fluctuations in the functional state of the body. A low level of functioning of all physiological systems is noted at night, and in the daytime (from 9 to 11-12 hours and from 16 to 18 hours), an increase in the level of functioning of body systems is observed. When drawing up a regime, these features must be taken into account. Compulsory school hours should be in the morning and home school lessons from 4 pm to 6 pm; if students are engaged in the second shift, then it is recommended to prepare lessons only in the morning hours, and classes at school must end no later than 18 hours 30 minutes.

The rational organization of activity involves the replacement of one of its types with another. Moreover, each new regime moment turns into a kind of rest, relieving fatigue caused by the previous activity.

When drawing up the daily regimen, it is advisable to take into account the techniques that allow to stimulate the restoration of the students' body working capacity (for example, washing, rubbing off certain parts of the body cold water, breathing exercises, physical education).

Thus, when organizing the daily routine, all hygienic principles must be taken into account, it must correspond to the anatomical and physiological characteristics and capabilities of children and adolescents.

For the optimal organization of the daily regimen, contributing to the successful learning, upbringing of children and adolescents, their correct physical and mental development, it is necessary to conduct oral conversations with students regarding the preparation of the daily regimen, the alternation of regime moments, their duration, as well as the distribution of the period of rest and activity, taking into account biological rhythms.

1.6. School meals.

Intensive learning activity is associated with mental and physical stress, the expenditure of energy, which can be performed with the receipt of food.

A balanced diet is extremely important for a growing organism. For the normal life of the body, nutrition is necessary, providing energy consumption, sufficient in terms of quantitative composition and taking into account the complex relationships between nutrients, vitamins, minerals. This is of particular importance for children and adolescents, whose diet must be balanced depending on age, gender, nature of activity, size physical activity and other things. Rational nutrition should ensure the intake of substances into the body that go to the formation of new cells, and reimburse the body's energy expenditures, contribute to the normal physical and mental development of children, increase the body's resistance to infectious diseases, and improve working capacity.

(In Appendix 1, Table 6- the norms of the physiological needs of children for energy are presented.)

One of the important principles rational nutrition is a properly organized student routine. This concept includes:

· Strict adherence to the time of meals and the intervals between them;

· The correct quantitative and qualitative distribution of food into individual receptions and the compatibility of food components;

· Sanitary and hygienic conditions of food intake and behavior of the child during meals (culture of behavior at the table).

It is recommended to eat food not earlier than 3–3.5 hours and not later than 4–4.5 hours after the previous intake. A rational diet for all healthy children over 1 year old is 4–5 meals a day. When organizing a diet, it is necessary to correctly distribute the calorie content of the daily diet, take into account the quantitative distribution of food. It is advisable that the last meal was no later than 2 hours before bedtime.

The duration of individual meals should also be regulated in time: for breakfast and dinner, 15–20 minutes, for lunch, 20–25 minutes, and for an afternoon snack, 10–15 minutes.

The menu should be designed in such a way that children receive meat, fish and other protein-rich foods in the first half of the day, as they increase metabolism and have an exciting effect on the nervous system. It is important to correctly combine dishes and products.

It was found that during their stay at school, the daily energy consumption of primary schoolchildren is 500-600 kcal, middle and senior school age - 600-700 kcal, which is about 1/4 of daily requirement in energy and basic nutrients. These energy costs must be replenished with hot school breakfasts. In schools and after-school groups, children should receive breakfast and lunch, and for extended stays at school, an afternoon snack. For children 6 years of age, schools are recommended to organize three meals a day (hot breakfast, lunch and afternoon tea). Breakfast should consist of an appetizer (salad), a hot dish, a hot drink; lunch - an appetizer, first, second and sweet course. For an afternoon snack, 200 g of milk or lactic acid products with bread or a bun is recommended.

Protein of animal origin in the diet should be 50% of the total protein, and under heavy load - 60%. Moreover, for each child, the diet should be individual and take into account gender, age, height, weight, intensity of the study load, duration of classes, features of classes, sections.

Be sure to take into account the territory where the child lives, the seasons (spring and autumn are not for cereals, pasta and meat, you need more vitamins).

2. Organization of the educational process.

By order of the Ministry of Education of the Russian Federation (No. 237, 1993), the Basic Curriculum for all educational institutions of the country was approved.

The basic curriculum determines the minimum number of hours for the study of educational subjects, sets the load of students depending on age.

The child's body is characterized by incomplete development of organs and functional systems important for learning: the central nervous system, visual and auditory analyzers, and the musculoskeletal system. Therefore, a properly organized educational process contributes not only to the acquisition of solid knowledge in basic school disciplines, but also to the favorable growth and development of students, and to strengthening their health.

Depending on the profile of the educational institution in each of them, the curriculum is developed independently. In this case, the hours for individual disciplines may change, however, the load should not exceed the established hygiene standards.

The main requirements for the educational process include:

· Strict regulation of the teaching load depending on the age of the students (the number of lessons per day, week, year);

· Taking into account the dynamics of the mental performance of students during the day, week, school year.

School activities combine rather high mental and physical, static and dynamic loads, therefore, the educational regime provides for the implementation of the following rules:

· Lessons in schools should begin no earlier than 8 a.m. (while conducting zero lessons is prohibited) and end no later than 6 p.m. on the second shift;

· Pupils of elementary school, fifth, graduation and grades of compensatory education should study in the first shift;

· In general educational institutions with advanced learning content, it is prohibited to introduce a 5-day school week for students in grades 5-11. For the rest of the schools, the organization of lessons for a 5-day school week is permissible;

· In order to facilitate the process of adaptation of children to the requirements of the school in the first grades, a "stepwise" mode of instruction should be applied with a gradual increase in the teaching load: in September - 3 lessons of 35 minutes duration;

starting from the second quarter - 4 lessons of 35 minutes each; in the second half of the year, the number of lessons is determined by the weekly study load, the duration of each lesson should not exceed 40–45 minutes;

· For students in the first grades during the year, additional weekly vacations are established;

· Conducting double lessons in elementary school is prohibited. For students in grades 5-9, double lessons are allowed during laboratory, control work, labor lessons, physical education for targeted purposes (skiing, swimming). Double lessons should be conducted following a big break or a dynamic pause of at least 20-30 minutes;

· The duration of the breaks between lessons should be at least 10 minutes, and the big break (after two or three lessons) - 30 minutes. Instead of one big break, it is allowed to arrange two breaks and 20 minutes each after the second and third lessons. Changes must be carried out with maximum ventilation, in outdoor games. At the big break, it is recommended to visit the dining room or have tea in the classroom;

· For recreational purposes, general educational institutions should create conditions for satisfying the natural need of schoolchildren for movement, which can be realized through the daily physical activity of students in the amount of at least 2 hours: gymnastics before classes (5-6 minutes in primary and secondary school, 6 –8 min - in senior; physical education in the classroom (5 min.) In junior and high school; outdoor games at all breaks (grades 1–4 - 15–20 min; 5–9 grades - 35–45 min; 10– 11th grade - 15–20 minutes); physical education lessons (at least 3 hours a week for all classes; extracurricular forms of sports activities (work of sports sections, groups of correction of the musculoskeletal system, school-wide competitions, health days, etc.) ); independent physical education (1st grade - 10-15 minutes, 2-4 grades - 15-20 minutes, 5-8 grades - 20-25 minutes, 9-10 grades - 25-30 minutes, 11th grade - 30–35 min.).

For the same purpose, it is necessary to include subjects related to mobile physical activity (choreography, rhythm, modern, ballroom dancing, teaching traditional and national sports games, etc.) to the school component of curricula (especially for younger students).

2.1 Schedule of lessons.

The lesson schedule is one of the main elements of the educational process. In the amount of the maximum permissible weekly load of students, along with the obligatory ones, all hours of additional classes (optional, group, individual) must be taken into account. For individual lessons, a separate schedule is drawn up. All other lessons should be scheduled for the days with the fewest required lessons. Between the last lesson of compulsory lessons and the beginning of optional lessons, a break of 30 - 45 minutes is arranged.

Modern scientific research has established that the biorhythmological optimum of mental performance in school-age children falls within the interval of 10–12 hours. During these hours, the greatest efficiency of assimilation of the material is noted with the lowest psychophysiological costs of the body.

Therefore, in the lesson schedule for students of the I stage, the main subjects should be conducted in 2 - 3 lessons, and for students of the II and III stages - in 2, 3, 4 lessons.

The mental performance of students is not the same on different days of the school week. Its level increases by the middle of the week and remains low at the beginning (Monday) and at the end (Friday) of the week. Based on this, it is necessary to distribute the teaching load during the week in such a way that its largest volume falls on Tuesday and (or) Wednesday. On these days, the school curriculum should include either the most difficult subjects, or medium and easy ones, but in greater numbers than on the rest of the week. On Mondays and Saturdays, the schedule should be facilitated by reducing the number of hours or including lighter subjects.

Presentation of new material, control works should be carried out in 2 - 4 lessons in the middle of the school week. When scheduling lessons, it is necessary for younger students to alternate basic subjects with music, fine arts, labor, physical education during the day and week, and for middle and senior students, alternate subjects in the natural-mathematical and humanitarian cycles.

Time-consuming homework items should not be grouped together on the same day.

New school subjects and specialized disciplines can serve as an addition to this table. (Appendix 1, table 8).

With a properly designed lesson schedule, the highest number of points per day for the sum of all subjects should fall on Tuesday and / or Wednesday. This is the distribution of the weekly workload that should be sought when scheduling grades 9-11.

For students in grades 5-8, the workload in the weekly cycle should be distributed in such a way that its greatest intensity (in terms of the total points per day) falls on Tuesday and Thursday, while Wednesday would be a slightly easier day.

The schedule is incorrect when the highest score per day occurs on the outer days of the week, or when it is the same on all days of the week.

A well-designed schedule prevents overwork.

3. Prevention of "school" diseases.

3.1 Prevention of disorders of the musculoskeletal system.

Correct posture is beauty and harmony, evidence of good health and high activity of a person. Posture disorders are varied: stoop, round back, scomotic posture, lordotic posture.

The number of children with impaired posture increases to 11-12 years old, and then decreases due to the active sports life of adolescents and the strengthening of their musculoskeletal system.

Features of postural disorders affect the development and health of children in different ways: shallow, shallow breathing with a decrease in the vital capacity of the lungs entails a decrease in physical strength and endurance, mixing of the internal organs of the chest and abdominal cavity adversely affects their functions.

The main role in the formation of correct posture is played by the uniform and sufficient development of muscles, the correct distribution of muscle traction.

The main factors causing impaired posture include insufficient or uneven development of the muscular system, the mismatch of the height of the table and chair with the child's height, which forces him to tilt his head low or, conversely, stretch out, lean his chest on the desk. The physical and mental work of a person is always associated with a certain working posture. Choosing it correctly ensures success in work and delays the onset of fatigue. Correspondence of furniture to the proportions of the body determines the correct expenditure of energy by the body, the normal functional activity of the organs of the chest, abdomen, and eyes.

The task of the teacher is to instill in students such working postures at the desk and table that correspond to the anatomical, physiological and hygienic forms of work and posture. The most correct physiological and hygienic position of the student at the desk is a straight fit. With this fit, normal visual perception of the text is ensured. Direct seating of a student at a desk ensures the most correct course of physiological processes in the body, while improper seating causes rapid muscle fatigue.

To prevent poor posture in schoolchildren, you need to comply with all hygienic requirements for the daily routine, play sports, select educational furniture and equipment for growth, patiently eliminate habits from the life of children that contribute to poor posture. If there are already violations, it is necessary to consult a doctor - a specialist in corrective gymnastics and strictly follow all the recommendations prescribed by him (Appendix 3).

3.2 . Prevention of visual impairment.

Each student should have a properly organized place for study: a desk, chair, bookcase or shelf at home and a desk in the classroom suitable for his height.

It is necessary to create such conditions that would not force the organ of vision to overextend. These include, first of all, sufficient illumination of the workplace, both during the day and in the evening; alternation of visual work with rest for the eyes.

Doctors - hygienists have proven that all visual functions (visual acuity, contrast sensitivity) are sharply reduced in poor light conditions. The most favorable for the work of the visual analyzer is natural illumination in the range from 800 to 1200 lux.

Correctly selected light source fixtures are very important in creating rational lighting conditions. It should protect students' eyes from glare and provide uniform illumination. Insufficient illumination of students' workplaces forces them to bring their eyes closer to the object in question, which leads to overstrain of the pupil, causes fatigue and is one of the causes of visual impairment. On cloudy days, in the early morning and evening hours, natural and artificial lighting should be turned on to ensure optimal illumination in the workplace. And don't be afraid of combining natural and artificial lighting. Special studies have shown that the lack of light is much worse for vision than the use of mixed lighting.

With prolonged intense visual work at school and at home, it is recommended to periodically take a break and look into the distance. This is a good sign for the eyes.

Myopia is most common in schoolchildren and can lead to serious visual impairment. In the prevention of myopia, light plays an important role, especially in the morning hours, when the body is intensely influenced by ultraviolet rays. With ultraviolet "starvation", phosphorus-calcium metabolism is disturbed, and the efficiency of the accommodation apparatus decreases. Under the influence of ultraviolet rays, the provitamin in the skin passes from an inactive state to an active one, thereby contributing to the correct assimilation of calcium and phosphorus salts. It is necessary to be in the air as much as possible during the period of the most intense exposure to ultraviolet radiation. This is important not only for restoring the body's working capacity, but also for resting the eyes.

Of great importance for good vision is proper nutrition, including a sufficient amount of vitamins, especially D and A. improper seating of a student at a table or desk can also cause visual impairment. The distance from the eyes to the book should be at least 30-35 cm; when reading at the table, you must use a book stand.

The harm to schoolchildren from reading while lying down and in moving vehicles should be explained. Constant fluctuations of the text create prerequisites for overstraining the visual analyzer.

If children complain of visual impairment, fatigue during visual work, pain in the eye area, they must be shown to a doctor.

One of the visual impairments is hemerology, known as night blindness. With hemerology, a person sees poorly with the onset of twilight and darkness, in the daytime and with sufficiently bright artificial lighting, he sees normally.

Prevention in gimerology consists in eating food with a sufficient amount of vitamins, especially A. It is necessary to observe the correct mode of work and rest, protecting the eyes from bright light and prolonged stress (Appendix 2).

3.3. Prevention of school neuroses.

Almost all neuroses in schoolchildren are accompanied by a reluctance to attend school. The same applies to all other mental disorders in schoolchildren. It is clear that all kinds of mental deviations lead to expressed in varying degrees of social maladjustment. In nature, diseases have not yet been described, thanks to which a sick person would be able to work longer and more productively than healthy ones. In schoolchildren, social life is reduced mainly to study. If he is seriously ill, then school adaptation is inevitable and in some cases the student stops attending school. This happens with many neuroses, and with other psychogenic disorders, about which we will talk a lot more.

It also happens otherwise: in itself, attending school is unpleasant for a child, it has a depressing effect on him, he avoids going to school. Either because he was offended there, or the teachers are too strict (from his point of view), or he did not learn the lesson and is afraid to show his inconsistency, or, perhaps, the student wants to follow the path of least resistance and he does not go to school at any cost ? The options for human behavior are endless, and this book deals only with their pathological manifestations. So, schoolchildren practically do not have pronounced neuroses that would not appear at school or were not associated with attending it. The concept of school neurosis is not clear and differentiated enough: all kinds of neuroses, and pathocharacterological disorders, and everything else are included here.

Modern living conditions of the family and school, actualizing for the majority of members of society, regardless of their age, the problem of survival, has a significant impact on the developing personality of the student. The embodiment of this influence in the personality is mediated by the internal conditions of mental development, which, first of all, should include the characteristics of the personality itself.

Regarding the personality of a teenager, who is on the verge of maturity, has a mental mechanism for reflecting the difficulties of life, which is associated with the expectation and anticipation of life problems, their assessment and comparison with their own capabilities to overcome them, emotional experiences of life events that are difficult for the personality, as well as an assessment of their consequences. These mechanisms are closely related to the motives of activity and the self-esteem of the individual. They are actively involved in goal-setting, in the formation of tasks, in the mobilization of forces and means for their solution.

From our point of view, the phenomenon of personal anxiety, widely known in the psychological literature, is a set of vital manifestations of this mechanism. In adolescence, it develops with sufficient certainty and clearly manifests itself as a psychodynamic aspect of the emotional-volitional regulation of activity.

It should be warned that this view of anxiety is not generally accepted in the psychological literature. Formulating it on the basis of our research, we are aware that many psychologists understand anxiety as something else: either a special personality trait, or a mental state that occurs in special (extreme) conditions, or an emotional experience of a negative modality. This kind of understanding of anxiety emphasizes its relation not to an integral personality phenomenon and the associated system-organized mechanism of mental regulation, but only to some particular fragment of it, a separate side, a single manifestation. A teenager with an anxious personality type has pronounced motives for avoiding failures, reduced activity of motivational tendencies to achieve success. His self-esteem is inadequately underestimated, his aspirations are low. The activity of anxious adolescents in the lesson is reduced. They tend to give up on difficult learning tasks and focus on easy ones. Uncertainty in choosing a goal is accompanied by pronounced indecision. Mental states that arise in preparation for educational work and its implementation are characterized by the predominance of emotions of a negative modality, poor concentration of attention, and the emergence of numerous memory errors that make it difficult to capture a useful learning experience. The time for completing study assignments is significantly lengthened.

When faced with difficulties, with the facts of failures, an anxious teenager is inclined to the rigidity of goal-setting, to the inability to show tactical flexibility in choosing goals and means of achieving them. Frequent experience of failure, in connection with negative social assessments of performance, leads to pronounced dissatisfaction and the accumulation of potentially negative experiences in emotional memory. The presented picture of the mental regulation of a teenager's activity, characterized by an anxious personality type, explains why he poorly assimilates knowledge in various subjects of the school curriculum. This circumstance provides a basis for recommendations of important preventive, corrective and developmental measures of an educational nature, aimed at the development of socially adequate motives and self-esteem of an individual in anxious children.

All this indicates that a psychologist, teacher, parents of an anxious schoolchild should be concerned not so much with the desire to reduce anxiety by any possible means, but try to transform the structure of an anxious personality so that it can more fully realize its rich personal potential without wasting it on inadequate overexertion, negative emotional experiences, fears, etc.

The difficulties of the social situation of the development of the personality of a child with neurosis, caused by his lack of communication, are complicated by the low personal status in the class. Defects in moral education, poor academic performance and conflict-prone communication cause negative attitudes among peers.

Many children are diagnosed with neurotic reactions (stuttering, tics, nocturnal enuresis, involuntary movements such as sucking a finger, biting nails, etc.), neurotic experiences of subject-fixed fear, expressed anxiety before performing test and control work, accompanied by a sharp increase in heart rate. Neurotization of the personality, the occurrence of borderline mental illnesses, psychosomatic disorders is a sad fact that testifies to the loss of health due to insufficient attention to the problems of an anxious personality type of a student.

Analysis of the data of preventive and corrective work indicates that it is necessary to have a strategy for working with an anxious child. Reasonable demands on the organizational aspects of educational work, instilling confidence and support in the formulation of educational tasks, close attention to the process of solving them, timely assistance, involvement in active creative forms of activity, meaningful assessment of its results, all kinds of emphasis on achievements and a number of other means should help to increase academic performance of children with neuroses.

It is necessary to use a non-judgmental system of teaching children with school neuroses. A bad assessment "pushes" the child to a stronger experience, provokes anxiety. The grade is too generalized to accurately measure student behavior and stimulate student learning. It is more correct to use a differentiated system of grades (school grades), in which there would be grades for effort, diligence, diligence and grades for the quality of the result-response.

Dosed tasks with a gradual increase in difficulty will contribute to an increase in the quality of regulation of educational activity. The teacher must constantly reinforce the child's success, stimulate him to perform the activity with prompts, approvals, praise, constant statements of success, use the pace of the lesson, correlated with the capabilities of the child with neurosis. It is necessary to constantly care about the accumulation of knowledge of success, about strengthening self-confidence. It is necessary to form pro-social, business motives for educational activities and communication. Particular attention should be paid to the moral education of children, the correction of moral disharmony, socially inadequate motivational attitudes and inadequately low self-esteem.

For children with neuroses, a narrow circle of contacts and spheres of life saturated with communication are characteristic. Special efforts of psychologists, teachers, parents are needed to overcome the psychological barrier of lack of communication. Communication training, the creation of a favorable social microenvironment, measures to strengthen the status positions of schoolchildren in the study group and in extracurricular teams can be widely used in order to correct the manifestations of neuroses.

To combat neuroticization, close cooperation of a teacher, psychologist and doctor is necessary in the prevention and treatment of neuroses. The role of the psychologist here is very significant: he carries out psychodiagnostics of the personality determinants of neurotic disorders, the correction of disharmony in the development of the child's personality, the consequence of which is neurosis.

The teacher makes the necessary efforts to eliminate stressful factors of school life, provoking neurotic reactions and aggravating neurotization. The doctor treats neurosis, resorting to a wide range of psychohygienic, psychotherapeutic and psychopharmacological agents.

conclusions:

As a result, research has confirmed my hypothesis that:

Hygienic conditions at school contribute to the preservation of the health of students;

A properly organized educational process has a positive effect on the prevention of "school" diseases.

Conclusion.

Health and education. Usually, when these words are used together, they imply the negative impact of strenuous study on the health of students; the goal of adults is to find effective forms of education aimed at improving the health and forming a system of values ​​in students with the priority of health as one of the highest values.

Obviously, not a single person can be made healthy for a long time without his own efforts based on a deep understanding of the essence of health, knowledge and ability to use healing procedures, and most importantly, without conscious self-discipline and the desire to be healthy. Most people do not mind being healthy, although they mistakenly believe that this means simply not having the obvious diseases that doctors usually treat. According to them, to monitor health means not to have bad habits and to consult a doctor in case of illness. And the doctor will cure it.

According to modern concepts, the human body is a complex self-organizing system, consisting of a number of subsystems and organs, aimed at maintaining its own constancy, open for energy and information interaction with the environment. Damage to an organ or subsystem usually manifests itself in the form of signs (symptoms) of a certain disease, but mismatches in the operation of subsystems, which ultimately lead to these injuries, for a long time may not have such obvious manifestations that in traditional medicine would refer to ill health. This is the fundamental difference in understanding health.

While the state is ready to pay only for the treatment of diseases, and is not ready to pay for health promotion services, all the means and thinking of doctors will be directed to finding and treating diseases, and they will only talk about the prevention of diseases. Therefore, one of the most important long-term goals of education is to change attitudes towards health in all strata of our society, and the closest one is to develop and implement in educational institutions a whole range of organizational measures, pedagogical and didactic means to promote health and re-target students to a healthy life.

Organizational measures: creation of health rooms equipped with health monitoring tools, retraining of teachers and doctors of educational institutions.

Didactic tools: the development of training courses, the creation of specialized hardware and software tools for monitoring and studying health, designed to solve both educational and research and professional medical problems, etc.

Pedagogical means: creating among all teachers an extremely interested attitude to health, personal participation in health-improving activities, constant work with parents of students to involve them in a healthy lifestyle, strengthening extracurricular work with students in associations of interests and physical education.

The main thing is that it is possible already now, without investing substantial funds, to begin practical work on improving the health of children in schools, young people in educational institutions of various forms - we need mainly a responsible understanding of the severity of the situation and a willingness to spend efforts on the study and use of new means.

A modern school should create favorable conditions for the education of schoolchildren. The educational environment should be health-preserving and uniting both educational and extracurricular activities of students, family and educational institution. It is necessary to improve the process of training and retraining of teaching staff, to form their readiness to work in the conditions of student-centered learning. One of the tasks of Russian pedagogy, as well as the general public, is to strengthen the promotion of the idea of ​​preserving and strengthening children's health, which should become a national idea and unite all strata of society.

Having tried to understand this topic, I had even more questions about this. One can argue indefinitely on the topic "Health and Education". For example, according to sanitary requirements, the classroom should not have thick curtains, i.e. there should be nothing superfluous. But what about comfort, about which they say something like this: “School is a second home! Children should be happy to go to school (and not only because they are given knowledge there)! They should feel right at home! " ???

Why, when so much has already been said on the problem of health and education, nothing is being done to improve the situation? Educational leaders turn their eyes to the floor, admitting the correctness of these judgments, and continue to "do nothing" (this is not the case for the few principals who really work to improve the health indicators of schoolchildren).

Bibliography.

Modern technologies for the improvement of children and adolescents in educational institutions: a guide for doctors. / Comp. V.R. Kuchma, L.M. Sukhareva et al. - M., 2002

Hygienic assessment of the conditions for teaching schoolchildren / Comp .: N.V. Anisimov, E.A. Karashvili. - M .: TC Sphere, 2002.

A. Bobyr. Take care of your back. // Modernization: a step into the future: supplement to the Teacher's newspaper. - Issue No. 2, p. 17

D. Davidenko, V. Petlenko and others. Fundamentals of a healthy lifestyle // "OBZh" № 3, p.56

O. Dmitrieva. The schedule includes relaxation lessons // Modernization: a step into the future: an appendix to the Uchitelskaya Gazeta.- Issue No. 2, p.34

D. Egorov. Fat two is equivalent to a heart attack // Modernization: a step into the future: supplement to the Uchitelskaya Gazeta.- Issue No. 2, p.15

T. Maslikova. In a state of time pressure // Modernization: a step into the future: supplement to the Uchitelskaya Gazeta.- Issue No. 2, p.15

V.Murashev. Double standards of the school timetable. // AiF. Health.- No. 3, 2003

M. Bezrukikh. Children's health and school risk factors. - www.ruscenter.ru

N. Nikolaev. The content and technology of school education and the health of students. - www.ruscenter.ru

www.breath / education.htm

Annex 1.

Table 1. Optimal and acceptable temperature limits for classrooms.

Season	Optimal parameters t, ºС	Permissible limits t, ºС

Table 2. Duration of end-to-end ventilation of classrooms depending on the outside air temperature.

Outside air temperature, ºС	Airing time (min.)
	in small changes	into big changes
from +10 to +6
from -5 to -10

Table 3. Sizes of furniture and its marking according to GOSTs "Student tables" and "Student chairs".

Furniture numbers according to GOST 11015-93 and 11016-93	Growth group (in mm)	Height above the floor of the table edge facing the student, according to GOST 11015-93 (in mm)	Marking color	Height above the floor of the front edge of the seat in accordance with GOST 11016-93 (in mm)
			Orange
			Purple

Table 4: Examples of plants that absorb chemicals.

Formaldehyde	nephrolepis, daisy, dracaena, chamedorea, Benjamin's ficus, ivy, spathiphyllum, shefflera, dieffenbachia, chlorophytum, philodendron, peperomia
Xylene and Toluene	dieffenbachia, nephrolepis, anthurium, Benjamin ficus
	anthurium, bush chrysanthemum, arrowroot, Benjamin ficus, dracaena, azalea
Benzene and Trichlorethylene	gerbera, chrysanthemum, chlorophytum
Heavy metals	chlorophytum, common myrtle, rosemary, aglonema, Sprenger's asparagus, hibiscus
Carbon monoxide

Table 5: Damage to some plants

Plant name
Ficus, violet	Absorbs at night a large number of oxygen
Aloe, Kalanchoe	There are many contraindications for use
Oleander, Dieffenbachia	The juice is poisonous
Primula reverse conical	on the thin hairs of leaves and stems there is discharge, in contact with which redness and irritation of the skin may occur
Plants of the euphorbia family (euphorbia is the most beautiful, Euphorbia Mila, variegated codiaum, akalifa)
Plants of the nightshade family (brovallia, brunfelsia, paprika)	Berries are dangerous for children trying to taste them.
Plants of the Kurtov family (oleander, allamanda, caries, catharanthus, diploderia or mandeville, pachypodium)

Pupils		Calorie content
Boys

Table 7. Ranking of school subjects depending on their complexity

	Number of points
Mathematics, Russian (for national educational institutions)
Foreign language
Physics chemistry
Native language, literature
Natural science, geography
Physical Education
Drawing
Painting

Table 8. New subjects and specialized disciplines.

Items	Number of points
Computer science
Astronomy
Social studies
Biology
Choreography

Appendix 2.

Exercises to prevent visual impairment.

Exercise 1. ("Mark on the glass"). Option I. The student stands at the window at a distance of 30-35 cm from the window glass. On this glass, at the level of his eyes, a round mark with a diameter of 3-5 mm is attached. In the distance, on the line of sight passing through this mark, the trainee marks some object for fixation, then alternately looks at the mark on the glass, then at the object. The duration of the exercise is 2-3 minutes. Option II. The same, but the student performs this exercise while sitting in his place. The diameter of the "mark" is 2-3cm.

Exercise 2. Performed while sitting. The head is motionless. Raise your eyes up, make them a clockwise fugue movement, make a counterclockwise circular movement. Repeat 5-6 times.

Exercise 3. Performed while sitting. The eyes move along the line of the "infinity" sign. The head is motionless. The duration of the exercise is 2-3 minutes.

Exercise 4. Performed while sitting. In the corners of the frontal wall of the classroom, there are inflatable balls. The head is motionless. Look from one ball to another. Repeat 8-10 times.

Exercise 5. Performed while standing. Look straight ahead for 2-3 seconds. Place the index finger on the midline of the face at a distance of 15-30 cm from the eyes, look at the nail and look at it for 3-5 seconds, lower the hand. Repeat 10 times.

Exercise 6. Performed while standing. The head is motionless. Take the bent right hand to the side, slowly move the index finger of the bent hand from right to left and follow it with your eyes, slowly move your finger from left to right and follow it with your eyes. Repeat 10 times.

Exercise 7. Performed while sitting. Look straight ahead for 2-3 seconds, look at the tip of the nose for 3-5 seconds. Repeat 5-6 times.

Exercise 8. Performed while standing. The head is motionless. Raise your eyes up, lower them down, turn your eyes to the right, then to the left. Repeat 5-6 times.

Exercise 9. It is performed while sitting with the eyelids closed. The head is motionless. Look up, down, left, right. Repeat 10 times.

Exercise 10. Performed while sitting. With three fingers, lightly and gently press on the upper eyelid of the eye, after 1-2 seconds. remove your fingers from the eyelids. Repeat 2-3 times.

Exercise 11. Close your eyes sharply, open them wide. Repeat 5-10 times.

Exercise 12. I. p. - sitting. Blink quickly for 1-2 minutes. Helps improve blood circulation.

Exercise 13. I. p. - standing. Stretch your hand forward, look at the end of the finger of the outstretched hand located in the midline of the face, slowly bring the finger closer, without taking your eyes off it, until the finger begins to double. Repeat 6-8 times. Exercise facilitates visual work at close range.

Exercise 14. I. p. - sitting. Close the eyelids, massage them with circular motions of your finger. Repeat for 1 min. Exercise relaxes the muscles and improves blood circulation.

Exercise 15. I. p. - standing. Place the finger of the right hand on the midline of the face at a distance of 25-30 cm from the eyes, look with two eyes at the end of the finger for 3-5 seconds, cover the left eye with the palm of the left hand for 3-5 seconds, remove the palm, look with two eyes at the end of the finger 3- 5 seconds, put the finger of the left hand in the midline of the face at a distance of 25-30 cm from the eyes, look with both eyes at the end of the finger for 3-5 seconds, cover the right eye with the palm of your right hand for 3-5 seconds, remove the palm, look with both eyes at finger end 3-5 sec. Repeat 5-6 times. Exercise strengthens the muscles in both eyes (binocular vision).

Exercise 16. I. p. - sitting. Use the index fingers to fix the skin of the eyebrows. Close your eyes slowly. The fingers, holding the skin of the brow ridges, offer resistance to the muscle. Repeat 8-10 times.

A set of gymnastics exercises for the eyes.

1. Blink quickly, close your eyes and sit quietly, slowly counting to 5. Repeat 4-5 times.

3. Extend your right arm forward. Follow with your eyes, without turning your head, for slow movements of the index finger of an outstretched hand to the left and right, up and down. Repeat 4-5 times.

4. Look at the index finger of the outstretched hand at the count of 1-4, then move the gaze into the distance at the count of 1-6. Repeat 4-5 times.

5. At an average pace, do 3-4 circular movements with the eyes to the right side, the same amount to the left. Relaxing the eye muscles, look into the distance at a count of 1-6. Repeat 1-2 times.

Exercises to prevent the onset of myopia and its progression.

1. Starting position (ip) - sitting. Close your eyes tightly for 3-5 seconds, and then open your eyes for 3-5 seconds. Repeat 6-8 times. Exercise strengthens the eyelid muscles, improves blood circulation and relaxes the eye muscles.

2. I. p. - sitting. Blink quickly for 1-2 minutes. Helps improve blood circulation.

3. I. p. - standing. Look straight ahead for 2-3 seconds, put the finger of the right hand in the midline of the face at a distance of 25-30 cm from the eyes, look at the end of the finger and look at it for 3-5 seconds, lower the hand. Repeat 10-12 times. Exercise reduces fatigue and makes it easier to work at close range.

4. I. p. - standing. Stretch your hand forward, look at the end of the finger of the outstretched hand located in the midline of the face, slowly bring the finger closer, without taking your eyes off it, until the finger begins to double. Repeat 6-8 times. Exercise makes it easier to see at close range.

5. I. p. - sitting. Close the eyelids, massage them with circular motions of your finger. Repeat for 1 min. Exercise relaxes the muscles and improves blood circulation.

6. I. p. - standing. Place the finger of the right hand on the midline of the face at a distance of 25-30 cm from the eyes, look with two eyes at the end of the finger for 3-5 seconds, cover the left eye with the palm of the left hand for 3-5 seconds, remove the palm, look with two eyes at the end of the finger 3- 5 seconds, put the finger of the left hand in the midline of the face at a distance of 25-30 cm from the eyes, look with both eyes at the end of the finger for 3-5 seconds, cover the right eye with the palm of your right hand for 3-5 seconds, remove the palm, look with both eyes at finger end 3-5 sec. Repeat 5-6 times. Exercise strengthens the muscles in both eyes (binocular vision).

7. I. p. - standing. Take the hand to the right side, slowly move the finger of the bent hand from right to left and, with the head stationary, follow the finger with your eyes, slowly move the finger of the bent hand from left to right and with the motionless head, follow the finger with your eyes. Repeat 10-12 times. This exercise strengthens the horizontal action muscles of the eye and improves their coordination.

8. I. p. - sitting. With three fingers of each hand, it is easy to press on the upper eyelid, after 1-2 seconds. remove your fingers from the eyelids. Repeat 3-4 times. Exercise improves the circulation of intraocular fluid.

9. I. p. - sitting. Use the index fingers to fix the skin of the eyebrows. Close your eyes slowly. The fingers, holding the skin of the brow ridges, offer resistance to the muscle. Repeat 8-10 times.

10. I. p. - sitting. Place fingers II, III and IV so that the 11th finger is at the outer corner of the eye, III is in the middle of the upper edge of the orbit, and IV is at the inner corner of the eye. Close your eyes slowly. The fingers offer little resistance to this movement. Repeat 8-10 times.

Appendix 3.

An approximate set of exercises for the prevention of posture disorders

Recitative	Exercises
Let's start preparing! Get out for training!	Construction. Command: "Become!"
We will go early in the morning, Let's not forget about posture.	Self-control. We give the installation.
We checked the posture And they brought the shoulder blades together. We walk on our socks We walk on our heels.	a) ordinary; b) on toes, hands up; c) on the heels, hands behind the head.
Everyone in the back of the head lined up, They raised themselves on their toes, Let's go on the bench And we crossed the ravine.	Walking on a bench, arms out to the sides.
Knees raised high Everyone walks like deer.	Walking with high knees, hands on the waist.
Walk fast Look, don't yawn One two Three	Walking normally at a fast pace.
Hands to the sides, bent Raised up, waved, They hid them behind their backs. Looked over the left shoulder Through the right one more. They all sat down together, Heels hurt.	I. p. - lying on your stomach: 1 - arms to the sides; 2 - hands to the shoulders; 3 - hands up, waved; 4 - hands behind the back; 5 - look over the left shoulder; 6 - look over the right shoulder; 7 - sitting on the heels in support; 8 - sit on the heels, hands through the sides back and down, reach the heels, turn the shoulders
It's time to raise your hands up Together we catch a mosquito.	I. p. - lying on his stomach: 1 - hands up, raise your head; 2 - hand claps; roll onto your back.
Inhale deep, exhale full, Waves roamed the sea.	I. p. - lying on your stomach: 1 - 2 - hands through the sides - inhale; 3-4 - hands down - exhale; roll onto your stomach.
My friend and I together We will sail across the river Style - "breaststroke". How great! Here is the class!	I. p. - lying on your stomach: Hand movements that mimic the breaststroke style in swimming.
We will lie down on the steep bank, Raise our hands up One, two, three let's stretch On the count of one, two, three - let's go for a ride.	I. p. - lying on your stomach: 1- hands up; self-extension; rolls to the sides.
We sunbathe beautifully! Raise our legs higher! We hold, we hold ... Tanned! Omitting! Legs are not tense And they are relaxed.	I. p. - lying on your stomach: 1- raise your left leg; 2- raise your right leg; 3 - 4 - keep both legs; 5 - 6 - lower both legs (you can alternately); 7 - 8 - relax.
That's how the boat boat Running along the waves. Kach, kach, kach, Like an arrow flies Quality, quality, quality	I. p. - lying on your stomach: hands up, hands in the lock; rolls forward; boat exercise.
I am impetuous and quick Because I am a boxer.	I. p. - lying on your stomach, hands in support: imitation of hand movements, as in boxing.
The tension flew away And the whole body is relaxed.	Relaxation exercises, breathing.
The plane spread its wings Prepared for takeoff All trembled, buzzed, I flew over the ground. An hour flew and flew two, Finally arrived.	I. p. - lying on your stomach: raise your head, torso, arms to the sides and keep on counting 1 - 3; sit on the heels, hands in the support, round the back, self-extension.
We will rest a little, Let's rest, let's start again.	Breathing and relaxation exercises.
And boys and girls Heads up! Higher, higher, higher, higher! Put them back down And relaxed, nice! Neck is not tense And the back is relaxed.	I. p. - lying on your stomach: 1 - raise your head; 2 - raise your head and torso; 3 - 4 –i.p. Relax.
Stretch hard, hard And turn on your back.	Self-stretching. Roll to the left in I. p. - lying on your back.
The cilia go down The eyes are closed. We are resting calmly. We fall asleep magically. Hands and feet are resting. Neck is not tense And rassla-a-ble-na. Lips open slightly Everyone relaxes calmly. Breathes easily, evenly, deeply.	I. p. - lying on your back: relaxation exercise accompanied by calm, melodic music.
The deck began to swing - Press your foot to the deck! We press the leg harder! And we relax the other!	I. p. - lying on your back, arms along the body: 1 - 2 - bend your left leg, clasping your hands; 3 - 4 I.p.
We will raise our legs Raise and lower.	I. p. - lying on your back, arms along the body: 1 - raise the left leg; 2 - i.p .; 3 - 4 - the same right.
Tick ​​tock, tick tock Do this, do this.	Exercise "scissors". Cross leg movements (arm movements can also be added).
Our muscles are not tired - And they became more obedient! It becomes clear to us: Relaxation is nice.	Relaxation and breathing exercises.
Here are my assistants, Turn them as you like.	I. p. - lying on your back: leg movements, imitating cycling (you can perform a variety of hand movements).
We are clasped in the lock Ride like balls. One two Three. One two Three.	I. p. - crouching emphasis: rolls back. Self-massage of the back muscles.
The ray of the cat touched. The cat stretched sweetly.	Exercise "kitty"
Mice walk on their toes So that the cat does not hear them.	Walking on toes, hands on the belt.
Now guys Walk together. Look, don't yawn. One two Three,	Normal walking. Breathing exercises.
Have caught up. Looked through Left shoulder, Through the right one more. We stand evenly We follow the posture.	Formation: 1 - look to the left; 2 - look to the right.
We did well. Our muscles tensed Strained, relaxed. Now we will tell everyone: “Beauty is the guarantee of health! Do your health! "	The children pronounce the words in chorus. The lesson is over.

The topic of health and education is very relevant in our time, because our
current or future children will definitely go to school and receive not
only knowledge but maybe if we don't take care of it now, a bunch of
diseases ranging from myopia to gastritis. The situation in
principle, it is clear: every year the health of our children is getting worse and
worse, although some are already trying to fix it, and some really
it turns out, but on the whole in Russia the situation is not improving. What is it with
connected? I will try to figure it out with the help of articles from magazines.
Back in the early 40s. The 20th century gave the concept of "Health" the following
definition: “A person who is different
harmonious development and well adapted to the surrounding physical
and social environment. Health does not simply mean the absence of disease: it is
something positive, this is a cheerful and willing fulfillment of duties,
which life imposes on a person. " (G. Sigerist). Definition adopted
The World Health Organization (WHO) states: “Health is
a state of complete physical, mental and social well-being, and not
no illnesses or physical defects ”.
In recent years, there has been a persistent trend towards deterioration of indicators
health of school-age children. Institute of Developmental Physiology
The Russian Academy of Education conducted research: what diseases
are most typical for school age and what is the dynamics of their development.
The research was carried out in 540 schools in 29 regions of Russia. What are the results?
From the first to the eleventh grade, the number of children with
diseases of the cardiovascular and digestive systems, organs of vision
and hearing, 5 times - the endocrine system. Rating assessment of chronic
diseases showed that
caries, and in the eleventh - violation of the musculoskeletal system.
The state of health of a child in Russia since the last century
to this day, it is of great concern.
The reasons for this alarm are as follows.
First, school risk factors are surprisingly tenacious and difficult to deal with.
cope. The problem did not arise today, specialists about school diseases
started talking back in 1774. Children's health in Russia has never been
to be called successful, and today the state of health of our children does not allow
no reason to calm down.
Secondly, the school and the state at the beginning of the last century took upon themselves
responsibility for the health of children, thereby removing this responsibility
from parents and from society; it was the school that was supposed to provide
healthy lifestyle. But this is impossible, since first of all it's a problem
society. Unfortunately, over 100 years, the situation has changed little, and realizations
the value of health is absent neither in our society, nor in our family. Therefore, the school
cannot and should not solve this problem alone, although it can do
much.
Thirdly, the existing education system in Russia, the traditional
the Russian education system is a huge system of knowledge, consisting
from a large number of sciences. 130 years ago KD Ushinsky wrote: “No now
a teacher who would not complain about the small number of hours at school. "
For 100 years, teaching methodology, technology and organization of educational
the process no longer matches the functionality
child. Parents and society themselves overload their children. Requirements
schools are becoming more and more rigid, and the child, due to the limitations of his
functionality cannot cope with these requirements.
The state of health of a child is a whole complex of characteristics,
which includes:
... physical health;
... mental health;
... favorable socio-psychological adaptation.
In this regard, the question arises: “Do we harm or do not harm our
a child? "
the best.

1. "SCHOOL" DISEASES. CAUSES

Such a deplorable state of children's health is not only a result
active adverse impact of socio-economic factors,
but also a number of such organizational and pedagogical factors as:

Inconsistency of training programs and technologies with functional and
age characteristics of students;
- non-observance of elementary hygienic requirements for the organization
educational process;
- excessive intensification of the educational process (an increase in the pace and
the volume of the study load);
- unjustifiably early start of preschool systematic education;
- lack of awareness of teachers in matters of development and
child health protection;
- insufficient literacy of parents in matters of formation,
preservation and strengthening of children's health.

Of the above, the hygienic factor should be emphasized, from
which largely depends on the creation of optimal learning conditions at school.
Back in the early 19th century. As a result of the first hygienic research, it was
a close relationship has been established between the appearance in children of the so-called
"School" diseases (myopia, poor posture, etc.) and
hygienic conditions at school. Unfortunately, knowledge of hygiene
standards and requirements for the organization of training does not mean real
solving the problem of preserving the health of schoolchildren.
Educational activities are potentially hazardous to health. but
the goal of doctors should not be a statement of facts: how many times
the state of the teeth of schoolchildren as they gnaw into the granite of science, and the search
possible ways to preserve them.
There is no doubt that the student most of the time at school
conducts in a state of stress. For example, a deuce placed in red
ink equivalent to a heart attack. Neuropathologists think so.
We can only be glad that older people do not go to school. So,
no matter how perfect the teaching methodology is and no matter how often it is introduced
prophylactic vaccinations inside the child, his condition largely depends
from the school environment.

1.1. Intensification of the educational process

How to deal with congestion?
If we talk about the volume of homework, and more specifically - about
the number of unfinished in the lesson and left at home "tails", then this
touches to the portrait of a slightly attractive phenomenon called "hidden
intensification of the educational process ”. Homework overload is
one of the main problems.
Intensification of the educational process, negatively affecting
on the health of children, manifested in the following:
... individual study programs are overwhelmed with compulsory learning
educational material, they are designed for an already formed
functional readiness of the child for school, for strong skills
first grader read fluently, write fluently and quickly, count; but
the success of the study and the comfort of the child depend not so much
from the formation of this knowledge and skills, how much from development
the qualities necessary for learning (independence, perseverance,
the ability to bring the matter to the end, etc.);
... the requirements that many schools place on the applicant,
force the parents and the student himself to speed up the study of the material
school subjects (this picture is observed not only upon admission
to primary school, but also to primary and secondary school). Serious
a problem that affects high school students (especially
graduation), is the lack of continuity between higher and secondary
school: universities significantly overestimate the requirements for applicants, which
forces parents to take tutors and increase class time
children. This leads to persistent fatigue, neuroses and the emergence
chronic diseases;
... a great overload of children is associated with a multi-subject curriculum,
which are developed by the schools themselves. One-hour items have a low
developmental potential, will require, in the main, the memory of the child,
overload the curriculum, increase homework time,
which, as a result, negatively affects the quality of education
and on the health of schoolchildren.
Unfortunately, lately, family and parents often dictate to the school
requirements for the nomenclature of academic subjects (two foreign languages,
additional "fashionable" items, etc.) and thus themselves significantly
increase the load on children. Experimental results (in particular,
for twelve-year school) show that the "higher" the status of the school
(gymnasium, school with in-depth study of any subjects, foreign
language, etc.), the more intensive the learning process, the greater the load
schoolchildren and, as a consequence, the deterioration of their health.
The unloading of students in a modern Russian school is connected not only with
with the renewal of training content, but also with the introduction of new technologies
educational process. Overload occurs due to the fact that today's
teaching methods do not correspond to the age capabilities of children. Exactly
therefore, the scientific development of health-saving technologies is important,
ensuring a reduction in the proportion of theoretical knowledge in favor of
practical activities of children. Today the teacher makes schoolchildren
memorize educational material (rules, definitions, texts, etc.).
The experience of observations, excursions, work in a corner of nature is illegally forgotten
etc.
Teaching methodology aimed at artificial intensification
the learning process, to increase the pace of reading, writing, etc., slows down
the formation of basic skills in the child, leads to emotional breakdowns
and to early neuroses. It is no coincidence that doctors are fixing something new today.
disease - stress of time limitation. One of the reasons causing
negative attitude towards educational activity and its failure, is
authoritarian style of relationship between teacher and students, especially when
assessment of knowledge.

Another problem is the overload due to the five-day period. With one
on the other hand, it seems to be good - a five-day work week, but on the other,
requires strict control of the number of lessons, their duration.
Another side of the problem arises - the professionalism of the teacher. We all
we understand perfectly well that any topic can be difficult and boring, and then
even a small amount of knowledge will seem uninteresting to the student, too
large, and will not be assimilated by him. And at the same time, quite rich
the material can help develop the child's cognitive interest in the subject,
without causing severe student overload.

An unloading experiment was conducted in schools in the Kaluga region
curriculum proposed by Dr. A. Malyshevsky. Almost always
it's easier to create something new than to reanimate the old. It is this principle
adopted by the Kaluga reformers: do not reduce the existing
school courses, and create new ones that are fundamentally different from the previous ones.
Take the ABC book, for example. What if the letter "A" is not studied in class for
a desk, and on the street? And so they did. It turned out to be a very successful combination
pleasant and useful, when first graders spend most of the day on
fresh air. Children are unlikely to get tired of such a lesson.

The last 10 years have been a great period for schooling
changes: lyceums, gymnasiums appeared, many schools introduced innovative
studying programs. More and more new, necessary and interesting items
is introduced into the curriculum. The load grows many times over, and the capabilities of children
to perceive knowledge does not change so rapidly. Permanent
overstrain, fatigue, lack of sleep lead to neuroses - another
school illness. But there is a document well known to hygienists and
school administration, but unfamiliar to parents, which limits
exorbitant stress on the student's health. These are sanitary norms and rules.
"Hygienic requirements for the learning conditions of schoolchildren in various types
modern educational institutions ", which regulate educational
load. The overload of schoolchildren ranges from three times the
children's opportunities in a foreign language up to twenty times
mathematics.

One of the indicators of health-saving technology is accounting
individual pace of learning, creating conditions that provide
psychological well-being and success of each child. At certification
educational institution, special attention should be paid to assessing
changes occurring in the health of children, checking the availability of conditions,
allowing to create a safe educational environment at school.

1.2. How much does the satchel weigh?

A large study load often literally becomes large
a heavy load for schoolchildren, whose backpacks are only on the shoulder
adults. It is not surprising that the portfolios of first graders, accompanying them to school,
are carried by mom or dad. Although, according to the same sanitary rules, this load of knowledge
together with the knapsack should "pull" no more than 1.5 kg. Some schools took pity
over the kids and purchased for them a second set of textbooks to work in
school. In elementary school students, the backpack weighs 2 kg heavier
put. Sixth graders carry 6.4 kg of textbooks and manuals - in two
times more than the norm. But graduates, wiser in school life, go to
light lessons - with 1-2 kg of training load.

Naturally, there will be problems with the violation of the musculoskeletal
apparatus .. Why the overwhelming majority of schoolchildren suffer
posture disorders? Where does this state come from, so dangerous for its
complications? Sadly, but one of the main reasons for this is
school furniture. She is not equipped to support the body.
a child in an optimal position, without overexerting one or another group
muscles.

1.3. How does a Russian schoolchild eat?

How do they eat with us? The era of fast food and empty calories
brought diseases of the digestive system in terms of their prevalence to the second
a place. Almost every tenth child (9%) of all cases has
gastritis, duodenitis, other diseases of the digestive system. One of
reasons is that fewer and fewer children are eating full-fledged hot
food. Unfortunately, it is guaranteed only to students of elementary
classes, lunches of which are paid from the city budget. Older children
do not stay hungry - there are buffets everywhere, but hot meals, so
necessary for a growing organism, only 20% of high school students have.
Hygienists believe that children suffer from "hidden hunger" when
normal calorie intake, the child's body does not receive the most important
amino acids, trace elements, vitamins. Therefore, the school cafeteria simply does not
should be foods containing empty calories (these are all soda, chips
and chupa-chups).

1.4. And how are they?

The British public is very seriously concerned about her health
the younger generation. Today's British schoolchildren are very
Unhealthy Lifestyle. And if Russian students often suffer from
very poor food, then their peers in Albion - from oversupply.
23% of British boys and 19% of girls are overweight, 6 and 8%
respectively - obesity. Modern British schoolchildren (we do not take in
example of the history of the English school with its traditional rods and ice showers
in the morning, this is in the past!)
Russian peer. It is not customary to address him by last name, he is not
it is customary to publicly reprimand and shame. It is not even customary to call him to the board.
- this is considered by the local school psychologists to be very
stressful for the student. It is because of this that the exams in the local educational
institutions never surrender "orally" - only in writing: after all, answer
in writing to questions, sitting at a desk and not looking into the formidable eyes of the examiner,
so much better for mental health!

Is a British high school student eating healthy? Not too much, locals say
nutritionists, in every way vilifying fast food that filled school buffets. But all
however, feeding in English educational institutions is taken seriously and
thoroughly. The proof is that lunch for students and educators
a whole hour (!) is allocated, which serves as the main change (not that
"Our" 15-20 minutes, when schoolchildren, headlong, not noticing anyone on
their way, rush to the dining room (but still it seems to me that he rushes
there is not because he is hungry, he is simply amused by the very process of running to
Dining room or Buffet. This place in the school is sacred for a Russian child),
they eat everything that is supposed to be there and go back to their lessons. As much as possible for
15 minutes 1) run; 2) eat (while, according to doctors, food should
be thoroughly chewed); 3) run to the class; 4) get ready for
lesson !?)

2. SANITARY AND HYGIENIC TRAINING CONDITIONS

There is no escape from the sanitary requirements of the educational conditions of schoolchildren.
Fulfillment of most of the points of the Sanitary Rules "Hygienic Requirements
to the conditions of teaching schoolchildren in various types of modern
educational institutions "does not require significant material
cost, but really and affordable for implementation in practice. Let's turn to these
rules.

Air-thermal regime in educational institutions. Big
the sensitivity of children to changes in microclimate necessitates
providing air and thermal comfort in classrooms. V
as a result of prolonged stay of children in closed rooms, air
gets dirty. The relative humidity in the premises should be within
40-60%. The required air-thermal regime is maintained with high-quality
airing. It is important to keep the exhaust duct openings clean and
you cannot glue them. At each break, it is necessary to ventilate the classes,
offices. (Is it being fulfilled?)

Light mode in educational institutions. Auspicious light
the regime in an educational institution contributes to the preservation of a general and
visual performance, prevents eye fatigue and associated
him with visual impairment (Let's remember our short-sighted children). Illumination
premises should be good, and it is necessary to make maximum use of
daylight. It is not hygienically permissible to put flowers on the windows,
decorate window sills with decorative items, cover with blackout curtains.
It is necessary to monitor the sanitary condition of the windows. Dustiness of windows reduces
the level of natural light by 40% or more. Painting interiors
premises should be calm tones.

Requirements for the sanitary maintenance of an educational institution. V
classrooms, every day after the end of the lessons, a wet
cleaning with baking soda, soap or synthetic detergents,
preferably with open windows or transoms. Mopping the floors, wiping the places
accumulations of dust, wipe the places of accumulation of dust (window sills, radiators).
General cleaning using detergents and disinfectants
spend once a month (Is this really so?)

Requirements for equipment and maintenance of informatics classrooms.
Computer classes need to be ventilated frequently, installation is desirable
conditioners with humidification, aquarium, plants with wide leaves. On
one workplace with a computer should be 6 sq. m. squares
premises. Place the computer so that the back of the computer is not
"Looked" at the back of the head in front of the student sitting in front of him. Lighting should be
bright, but without faces. In class using computers, you should
use special work chairs.

Thus, strict adherence to sanitary and hygienic conditions
training largely prevents the influence of adverse factors
educational process on the state of health of children and adolescents.

Control over the conformity of school furniture and correct seating
students at the tables (desks). It is advisable to conditionally divide students by
body length by 6 groups, because the specified division formed the basis
state standards for the main types of school furniture. Desks, tables and
chairs made in accordance with GOSTs must have a factory and
color coding. On the undersurfaces of the table top and chair seat, on
the inner surface of the lid and seat of the desk should be applied
furniture group designation and student body length range for which
designed furniture. Each class must have at least three groups
furniture.

3. METHODS OF "FIGHT" WITH SCHOOL DISEASES
Education reforms took place in our country with enviable regularity
every 8-10 years. All these reforms took place very quickly. Today is the Plenum,
tomorrow - a reform in life, but it is impossible to do so. We need a serious, systemic,
thoughtful approach. The range of measures that we can offer depends on
from U.S. The main thing is that the preservation and strengthening of the health of schoolchildren become
the priority of the school. In this regard, it seems especially important:
first, to change the structure and system of education in accordance
with the age and functional characteristics of the child, taking into account that,
starting from September 1, 4 weeks adaptation is underway, February is an important, turning point
stage of the academic year, training in grades 5-6 is as difficult as
and in the first, and so on;
secondly, to change the standard of teacher training: today's
a teacher is not just a subject-matter specialist, he is, first of all, a person,
who works with children; however, unfortunately, we are faced with such
teachers who can be great specialists, but are completely
do not know the child being taught;
thirdly, to introduce a parenting training course similar to those that
exists in all civilized countries. Illiterate parents are a scourge
our society: they overload their children without measure; we have something
to do to raise the level of education of parents (for example,
on television, you can organize a cycle of programs related to the organization
schoolchildren's health, by the forces of publishing houses and the Ministry of Education
and the Ministry of Health can issue brochures for parents
publish a library for parents where they can get answers
on a variety of issues related to the health and education of children, etc.).
Only then will parents become our allies.

CONCLUSION
Health and education. Usually, when these words are used together,
imply the negative impact of strenuous study on the health of students,
the goal of adults is to find effective forms of education aimed at
health improvement and the formation of a system of values ​​in students with a priority
health as one of the highest values.
Obviously, not a single person can be made healthy for a long time without
his own efforts based on a deep understanding of the essence of health,
knowledge and ability to use healing procedures, and most importantly - without
conscious self-discipline and desire to be healthy. Most people don't
against being healthy, although they mistakenly believe that this means simply not
have overt medical conditions that doctors usually treat. According to them,
to monitor your health means not to have bad habits and diseases
see a doctor. And the doctor will cure it.
According to modern concepts, the human body is a complex
self-organizing system, consisting of a number of subsystems and organs,
aimed at maintaining their own consistency, open to
energy and information interaction with the environment.
Damage to an organ or subsystem usually manifests itself as signs
(symptoms) of some disease, but mismatches in the work of subsystems,
leading in the end to these damages, for a long time may not have
such obvious manifestations that in traditional medicine would refer to
ill health. This is the fundamental difference in understanding health.
While patients (the state) are ready to pay only for the treatment of diseases,
and are not ready to pay for health promotion services, all funds and
the thinking of doctors will be aimed at finding and treating diseases, and about
disease prevention will only be talked about. Therefore, one of the most important
long-term goals of education is to change attitudes towards health in
of all strata of our society, and the nearest one is development and implementation in educational
institutions of the whole complex of organizational measures, pedagogical and
didactic tools for health promotion and retargeting learners to
healthy life.
Organizational measures: creation of health rooms equipped with
by means of health monitoring, retraining of teachers and doctors
educational institutions.
Didactic tools: development of training courses, creation
specialized hardware and software for observation and study
health, designed to address both educational and research and
professional medical tasks, etc.
Pedagogical tools: creating in the environment of all teachers extremely
interested attitude to health, personal participation in wellness
activities, constant work with parents of students to involve them in
a healthy lifestyle, strengthening of extracurricular work with students in associations
by interests and physical education.
The main thing is that you can already now, without investing significant funds,
start practical work on improving the health of children in schools, youth in
educational institutions of various forms - we mainly need a responsible pony
mania for the severity of the situation and the willingness to spend efforts on studying and
the use of new tools.
A modern school should create favorable conditions for learning
schoolchildren. The educational environment should be health-promoting and
uniting both educational and extracurricular activities of students, family and
educational institution. The preparation process needs to be improved
and retraining of teaching staff, to form their willingness to work
in the context of student-centered learning. One of the tasks of the Russian
pedagogy, as well as the general public is to strengthen the propaganda
the idea of ​​preserving and strengthening children's health, which should become
national idea and unite all sectors of society.

Trying to understand this topic, I got even more
questions about this. On the topic "Health and Education" you can endlessly
argue for a long time. For example, due to sanitary requirements, the classroom is not
there should be thick curtains, i.e. there should be nothing superfluous. But what about comfort,
about which they say something like this: “School is a second home! Children should happily
go to school (and not only because they are given knowledge there)! They must
feel like home! " ???
Why, when there are already so many
said nothing is being done to improve the situation? Leaders
educational institutions lower their eyes to the floor, recognizing the correctness of such
judgments, and continue "doing nothing" (this does not apply to those few
directors who are truly committed to improving health outcomes
schoolchildren).

BIBLIOGRAPHY

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11.www.breath.ru/education.htm

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