The most common schoolchildren's illnesses. Diseases of schoolchildren - what could be? Causes of schoolchildren's health problems and their prevention

This is already a separate article in the list of all kinds of diseases. Pediatrician, homeopath Maria Savinova will tell you about what school diseases parents of adolescents complain about.

When you have been leading a child's reception for a long time, willy-nilly you accumulate some statistics. So, according to my observations, a lot of babies from 0 to 5-6 years old come to the reception and just for a check and with colds, fever, runny nose. Younger schoolchildren are a relatively calm age, they are few in attendance. But the next large cohort is teenagers 12-16 years old. Basically, we will talk about them today, because although they begin to form from the first grades, they flourish just by the middle of school life.

And the complaints of adolescents for every taste and it can be difficult to link them together and put them together in a big picture. Here and long-term subfebrile conditions (temperature rise to 37.0 - 37.9 degrees), and a decrease in temperature, and nausea-vomiting, abdominal pain, fainting, dizziness, palpitations, weakness, headaches, skin rashes and much more. Moreover, puberty does its bit ...

I endlessly love adolescents and feel sorry for them, because they have a huge number of inconsistencies - outwardly they are almost adults, inside they are real children. They behave this way - they walk in heels, then they play with dolls and cars.

So, major school illnesses- it:

1. Poor posture
2. Decreased vision
3. Gastritis, gastroduodenitis,
4. Neuroses and autonomic disorders.

Posture disorders (lordosis, kyphosis, scoliosis) arise as a result of prolonged sitting of schoolchildren in the wrong posture, wearing a heavy backpack with textbooks, and a poorly developed muscular corset of the trunk. appropriate - to select furniture by height, monitor the position of the child during classes, an orthopedic backpack with a reasonable number of textbooks, an orthopedic mattress for sleeping, walking and playing sports.

Decreased vision (myopia, hyperopia, astigmatism) is primarily associated with high visual stress, and is aggravated by poor lighting and, of course, heredity. To prevent visual impairment, it is necessary to provide sufficient illumination of the workplace, the distance from the eyes to the table is 30-35 cm, to take breaks while reading and studying to rest the eyes, and most importantly, limiting the use of a computer and especially a tablet.

In a relationship diseases digestive tract all recommendations that relate to neuroses are fully applicable, since stress is a very important risk factor for these disorders. In addition, of course, eating habits are of great importance (soda, crackers, chips, fast food are unhealthy). We will not be able to control our children for a long time, so we need to tell them about the benefits and dangers of certain products. And first of all, eat right yourself.

Now let's talk about school neuroses that affect about half of the students. School programs do not match the functionality and age characteristics of children. Moreover, schoolchildren are so overwhelmed with factual material that there is neither time nor desire for reasoning, drawing up an opinion, searching for connections between events. And they don't ask that.

Many children get to school by public transport or car, and after school they attend numerous circles and additional classes, so they get home by the evening. And everywhere there is a race, timing, control,. Teachers, parents, coaches are waiting for a decent result. I am not against additional classes and specialized schools, but everything should be in moderation and within the child's abilities. Children definitely need free time to rest, relax, think about their own, dream. And we, parents, should always support our children, not exaggerate the values ​​of assessments and be on the side of the child, not the school. It is also important to remember that the child must have psychological drains, relaxation. Here everyone chooses for himself - who needs to take a walk, meet friends, who should swim in the pool or beat a pear, and who should cry.

So, the most important thing in the prevention of school neuroses is moderate loads and psychological comfort but also important daily routine, physical activity and ... A healthy daily regimen involves sleeping for at least 8-10 hours, and you need to go to bed no later than 22 hours, daily exercise, walks in the fresh air in a forest or park. Physical education in a non-competitive, non-standard mode, skates, a bicycle and, especially, swimming are good. A rational diet includes everything you need - cereals, vegetables, fruits, herbs, dried fruits, lean meat and fish, sweets within reasonable limits. Massages and hardening contrast treatments are also helpful.

With all my heart I wish our children health and a "normal children's life."

The painful questions of the parents of the student - watch the video

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 the period of study in primary school, the number of absolutely healthy schoolchildren by the fourth grade 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 of a healthy lifestyle for schoolchildren, as a basis for the prevention of diseases.

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.

one. " School illnesses».

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, the center of gravity shifts and the amplitude of its oscillations increases, 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 stasis 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);

Legs 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 non-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 Construction 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 house. 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 functioning of the body, nutrition is necessary that provides energy consumption, sufficient in terms of quantitative composition and taking into account the complex relationships between nutrients, vitamins, and 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 of rational nutrition is a properly organized student regimen. 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 class (5-6 minutes in primary and secondary school, 6 –8 min - in senior; physical education in the classroom (5 min.) In junior and secondary 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 it was found 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 well-designed lesson schedule the largest number points per day for the sum of all items must 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 highest 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 poor 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 on 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 improve health and re-target students to 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
			Violet

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 large amounts of oxygen at night
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
Informatics
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 makes it easier to see 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 facilitates visual work 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.

Let's look at the most likely risks and methods to avoid them.

Schoolchildren's vision.

The risk is not in loss of vision, but in getting such intractable diseases as myopia or myopia, astigmatism, hyperopia. The reason for their occurrence is in the poor lighting of the classroom and the student's workplace, as a result of which there is a strong load on the child's eyes when writing and reading. Well, of course, children with hereditary vision problems are in a special risk zone.

Prevention consists in maximum control over the child while working. He should not lean too low over the table. Teach the child the habit of self-control - touching the table with his elbow, he should reach the outer corner of the eye with his fingertips. This is the optimal ergonomic distance from the eyes to the object during concentration.

It is very good if the child regularly does simple exercises for the eyes: shift his gaze from a nearby object to a distant one; rotate the pupils clockwise and against its movement; blink continuously for 10-15 seconds to remove dry eyes. And last but not least, when planning a student's workplace, keep in mind that the light from the lamp should fall from the left, so as not to create a shadow near the child's hand.

Gastrointestinal tract

The most probable diseases of a schoolchild concerning the gastrointestinal tract are gastritis and ulcers. The reasons for their occurrence lie in the psychological stress of the child, malnutrition in educational institutions, frequent snacks that are very harmful to the child's body products - chips, sweets, fast foods, crackers and other delicacies containing chemical flavors and fats. What is the prevention of these diseases? - in the banal observance of the diet. Be sure to have breakfast with warm food (porridge, scrambled eggs), second breakfast with fruits or cookies. For lunch, something liquid - soup, porridge, and, of course, a light, but necessarily hearty dinner (vegetables, chicken or fish). Remember - the last meal before bedtime should take place no later than two hours before going to bed. To reduce the level of emotional stress of the child, it is necessary to carry out joint walks and games in the fresh air. The main thing is for the child to feel your support and love. Take an interest in his success at school, support him in difficult situations with advice, a smile, and warmth. When the first symptoms of gastrointestinal problems occur - heartburn, stomach stoppage, regular upset, be sure to consult a doctor!

Schoolboy posture

Posture problems are the most dangerous and difficult for a growing organism. Here, such diseases await him as kyphosis (dangerous curvature of the thoracic spine), scoliosis (lateral deformity of the spinal column) and lordosis - forward bending of the spine due to the habit of stooping. There are several reasons for such diseases. The main ones are long, irregular and motionless sitting at a desk or table, briefcases without an orthopedic insert and with a lot of heavy content, or a child's weak muscle mass that does not protect the back from deformations and does not support the ridge. Prevention is very important here. First of all, teach the child to hold the back correctly, so that the shoulder blades do not stick out, the stomach is slightly pulled into itself, and the gaze is directed not at the feet, but 3-5 meters in front of you. At the first opportunity, the child should walk with his hands hooked behind his back.

Do not allow your child to carry heavy bags on one shoulder, as it is very fashionable now. Remember that the ideal option for carrying school equipment is a backpack with two straps, preferably with an orthopedic insert.

Make sure that the child is sitting at the table with the correct posture - the legs are on the floor, the elbows are on the table, and his back is resting on the back of the chair. The child should do homework only at the table. Never lying on the bed.

Parents must take care of the child's bed. Choose an orthopedic mattress, it should be firm and semi-rigid.

Well, do not forget about physical education, especially about exercises to strengthen the muscles of the back and abs, which perform the function of shaping posture.

What ailments await our children outside the doors of the temples of knowledge, and how to prevent them? From the school bench to the doctor's office

Unfortunately, 90% of Russian schoolchildren have chronic diseases. Deviations in health among children aged 7-17 due to educational overload, violations of learning conditions, diet and stress are generalized as “school diseases”. However, it is better not to bring it up to treatment.

An eye for knowledge. Medical statistics indicate that the first enemy of high school students is vision loss. Most often, children's eyes suffer from myopia (myopia) when the child does not see well into the distance. It is estimated that every fifth elementary school student wears “distance glasses” and almost half of high school students. Less often, children develop farsightedness (when the eyes do not see well up close), as well as astigmatism, a specific decrease in vision. Fertile ground for vision disorders is long-term visual work at close range: reading, writing, drawing, working at the monitor.

Alas, visual impairment in schoolchildren is rarely prevented. However, it is possible to minimize the damage. The best method prevention doctors consider the correct organization of the workplace in conjunction with the correct training and rest. Books and notebooks should be no closer than 30 cm from eyes. Lighting plays an important role. Due to sanitary and hygienic requirements, every school class is required to have large windows. Ideally, the child is sitting by the window, when natural light falls from the left, and in the dark, the room should be illuminated with fluorescent lamps. At recess, it is recommended to give your eyes a rest, and when you come home, you should not rush to do your homework or watch TV. The best way is to take a walk.

In addition, parents should educate their children about the benefits of eye muscle training using simple exercises:

* Close your eyes tightly several times and then open your eyes.

* Rotate the eyes first clockwise and then counterclockwise.

* Focus your vision on a distant object, then bring your finger close to your eyes and focus your vision on it.

* Look up, down, left, right several times.

Exercise for the eye muscles should be done regularly throughout the day, and if a child complains of eye fatigue, a feeling of cramps or sand in them, you should contact an ophthalmologist.

Not sparing his stomach ... The last all-Russian medical examination of schoolchildren showed that secondary school students have diseases of the gastrointestinal tract, especially gastritis - inflammation of the gastric mucosa with characteristic pains. The reasons are a violation of the diet, a decrease in immunity and stress. In the context of Russian schools, the meal schedule is often inconvenient. For example, a junior student who must eat 4-5 times a day is offered lunch while he is still full after breakfast. At the same time, by the end of the school day, the baby manages to get hungry again, but endures until he comes home. The best prevention of gastritis is a conscientious supply of your child with "pocket meals": apples, cottage cheese, yogurt, low-calorie sandwiches - and then the stomach will have enough strength to wait for a full meal in mother's kitchen.

Backstab. Poor posture is a consequence of prolonged sitting at a desk in 8 out of 10 schoolchildren. To be convinced of this, it is enough to look at the children in the school corridor: almost everyone is stooped, shoulder blades stick out, and shoulders are lowered. The reasons for the stoop are understandable: the students do not follow the correct seating position at the desk, and the teachers do not have time to pull them back. The habitual hunchback is fixed with a heavy knapsack behind the shoulders and fatigue of the delicate muscles of the child's back. The result is sad: with a strong backward deviation of the thoracic spine, doctors can diagnose kyphosis ("hump"), and with lateral curvature - scoliosis. The child gets tired faster and feels tension in the back and lower back. 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 upright, without leaning on it, and the school administration must ensure that the furniture matches the height of the children.

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 of the inner and outer surfaces of the feet.

* Squats.
* Tilts to the right and left.
* Turns left and right.
* Leaning forward.

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

Iron nerves. Do not think that "school is not a job, there is nothing to worry about." Studying is stressful, and psychologists note that half of Russian schoolchildren suffer from various forms of neuroses. Nervous system disorders are characterized by anxiety, restlessness, tension and restless sleep. Reasons: heavy workload, inadequacy to academic requirements, and chronic sleep deprivation. It is important to notice a mild neurosis "in the bud" - until it develops into serious mental disorders. You should be tactful with the child, listen to his problems, not overload, not exaggerate the importance of school grades. Create a comfortable emotional environment at home and keep track of your daily routine. Do not allow the student to “relax” for a long time in front of the TV screen or playing computer games, especially before going to bed.

Better make an effort to captivate the child with some kind of sport, dancing, pick up with him a hobby that would relieve stress, satisfy the need for communication, competition, and along the way would strengthen his health. And also appreciate and cherish the psychological peace of your child, and then he will leave the walls of the school with a baggage of knowledge, and not disease.

When sending a child to school, many parents monitor only academic performance, and the health of the baby is relegated to the background. And this is fundamentally wrong.

“School years are wonderful,” but not carefree. More and more educational standards are being introduced, high requirements are imposed on schoolchildren, which also increase every year. The pupils' organism cannot cope with the loads, various "school" diseases develop. Graduating from school, the student, along with a certificate of maturity, receives a magnificent bouquet of diseases.

Chronic diseases are noted in 90% of schoolchildren. Deviations in health in children 7-17 years old, is collectively called "school" diseases. Naturally "school" illness can be avoided. But how?

Adaptation at school

A child, not having time to cross the threshold of school, is faced with a number of tasks: the curriculum, a new team, new conditions, school norms of behavior. The task of parents and teachers from the first day of the child at school is to pay enough attention to the adaptation of the baby, otherwise, in the future, the neuropsychic state and physical health may suffer. The child's health and academic performance depend on how the first adaptation at school takes place.

Stress and neuroses

Many well-intentioned parents try to enroll a son or daughter in all circles and sections, but excessive, and even sections with circles, can lead to or. Do you want to avoid this? Leave your child time for rest, games, restful sleep, this can avoid a number of "school" diseases.

Decreased vision

Reduced vision, according to doctors, is the most common school disease. In order for the child not to deteriorate his vision, it is enough to follow the rules:

• The place for doing homework should be comfortable and well lit.
• The child should not be allowed to read while lying down.
• Limit time for
• Make sure that the child's menu includes cabbage, carrots, blueberries, fish, cottage cheese and herbs.

Scoliosis is enemy number one

Scoliosis is enemy number one, one of the most common "school" diseases.

“Scoliosis (the Greek word σκολιός means“ curve ”, the Latin word scoliōsis) is a persistent lateral deviation of the spine from the normal erect position.

What Causes Scoliosis? Incorrect position at the desk and when walking. If the baby constantly sits with an uneven back, walks hunched over, the spine deforms, and he constantly lacks oxygen. Rapid fatigability appears, attention decreases. In addition, it has been observed that children suffering from scoliosis are more constricted and less active and sociable.

How to avoid school illness scoliosis?

How to avoid school illness scoliosis? Monitor your posture!

• Sit correctly at the table: feet are on the floor, knees are bent at right angles, elbows are at table level.
• Walk correctly: The body should be level when walking.

To develop the correct posture when walking, this method will help:

Put the baby with his back to the wall, press the heels, calves, buttocks, shoulder blades and head to it. Remember this position and walk around.

Performing this exercise every day, the child will quickly learn to walk correctly.

Gastritis

Unfortunately, gastritis is a common problem in schoolchildren. This "school" illness can also be avoided.

It is necessary to ensure that the child must have breakfast in the morning, but not with sandwiches, but with porridge, cheese, eggs, yogurt. I dined and did not go hungry, interrupting my appetite with sweets. Dinner should be hearty but light. Fried and fatty foods should be avoided. The child's menu must include fermented milk products: kefir, fermented baked milk. They improve the functioning of the digestive system.

Pediculosis

Pediculosis is more common among schoolchildren than we would like it to be. If suddenly your child is infected, do not scold anyone and panic. What to do?

• To urgently treat, in the pharmacy there are a lot of different products sold.
• Tell the class teacher.

"School" diseases, however, like all others, are easier to prevent than to cure.

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