Although the work undertaken at Leeds Metropolitan University is limited in scope and has not involved any longitudinal study, it has attracted considerable interest because it appears to have touched upon an issue of concern, especially amongst teachers of young children.
The increase in the use of extended periods of time devoted to work that is undertaken predominantly sitting at tables or on the floor has altered significantly the amount of opportunity young children have to move about during the day. Apart from being uncomfortable it also increases substantially the risk of poor postural development affecting children at an even earlier age than has been the case in the past.
There are also issues surrounding the pressure being put on the children to achieve learning targets that may or may not be appropriate for them as individuals. Many teachers are stressed because of the importance of meeting the 'targets' that they themselves have been set; in turn, their concerns can be inadvertently transmitted to the pupils they teach.
Low self esteem developing in children who are 'failing' to keep up is often evident in their postural stance; whilst children who are striving too hard to achieve may develop unnecessary tension in their necks, shoulders and spine.
In her book 'Smart Moves: Why Learning is not All in Your Head' the neurophysiologist Carla Hannaford expresses grave concern about the way in which the educational system, despite scientific evidence to the contrary still holds onto an outdated view of what the constituents of intellectual activity are:
'The notion that intellectual activity can somehow exist apart from our bodies is deeply rooted in our culture. It is related to the attitude that the things we do with our bodies, and the bodily functions, sensations, and emotions that sustain life, are lower, less distinctly human. This idea is the basis of a lot of educational theory and practice that make learning harder and less successful than it could be.
Thinking and learning are not all in our head. On the contrary, the body plays an integral part in all our intellectual processes from our earliest moments right through to old age.'
