IMPLICATIONS FOR ERGONOMICS

Criteria for the selection of school furniture in England is dominated by considerations like expense, 'stackability' and the amount of classroom space available. The age of the children for whom the furniture is intended is also a factor but does not address the issue of differing growth rates very evident in young children today.

School tables and chairs are 'downsized' according to the supposed size of the children. This means that teachers of very young children find themselves having to bend down low to work with their pupils; a potential problem for their backs, as a result.

The situation in Scandanavian countries is rather different; it is not unusual to find that the only downscaled tables and chairs are located in the House Corner. Instead, tables are of a 'normal' height and the chairs are adapted to make the table height accessible for the children.

For example:   Many Scandanavian schools have chairs that have an adjustable footrest that can cater for the range of different leg lengths of children.

The 'Tripp-Trapp' is a particularly innovative chair designed by the Norwegian Peter Opsvik. Both the seat and the footrail can be adjusted as the child grows taller. It's use is common in Scandanavian homes and schools and children have individually labelled chairs that 'grows' with them.

However, when attempts have been made to introduce similar chairs into English primary schools there have been complaints about them taking up too much space or being difficult for the caretaker to clean around. It seems that the importance of providing furniture that will support children's postural development is not considered a priority. Could this be because the potential detrimental effects of ignoring it are not immediately evident as is the case with impaired eyesight or hearing?

Implications for Alexander Technique Teachers

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