by
Zoe Mailloux, OTD, OTR/L, FAOTA
When we teach children about their senses,
there is not usually much emphasis on the important role that the sensory
systems play in learning. Without our senses, we would have no way of taking in
and processing any type of information from the world around us, thus all that
we know and do is based on some initial sensory experience. In addition, most
classroom lessons on the senses focus on only five senses: sight, sound, touch,
taste and smell. However, there are two additional senses that are equally
important and foundational to our experiences in the world: the position sense
and the sense of movement. In this article, we will discuss the ways in which these
lesser known senses impact children in classrooms.
The Position Sense
(The Sense of Proprioceptive)
This sense tells us about the position of our whole body and how much force we are using during tasks. Through receptors in the muscles, tendons
and joints, this sense works “behind the scenes,” helping us to make automatic
adjustments that put our bodies in the best position for the task. In a single
task we can see a myriad of ways this sense helps us to be efficient and
comfortable. For example, we use the position sense to know how close or far we
should be away from our desk, how much to bend or extend our arm when writing,
how much force to use when pressing on a pencil and how much to adjust,
stretch, and move our body to avoid cramping or discomfort while sitting. One
of the main considerations related to the position sense at school is that traditional
classroom furniture is often not conducive to posture that supports
neuromuscular or sensory needs, such that children are often in poor positions
for much of their time in the classroom.
One of the main ways in which the position
sense is often compromised at school is due to the common significant mismatch
between size of students in relation the chairs and desks they use throughout
the day. In fact, several studies suggest that less than 20% of school children
sit at chair-desk combinations suitable
for their body height.
Considering the vast range of height and weight among students and the custom
of equipping classrooms with few or sometimes only one size of chairs and desks,
it is not surprising that few students find an optimal match. Complicating the
equation further is the fact that dimensions for children in the earlier grades
change in the same child from the beginning to end of a school year. The
situation is compounded by the fact that a great deal of school furniture is
out of date and does not conform to minimum orthopedic or physiological
requirements.
A simple rule of healthy ergonomics is the
90-90-90 rule. Early orthopedic studies recognized that keeping most joints
(i.e. at the head/neck, the elbows, and the hips/knees) at 90˚ angles reduced
stress on muscles and joints. Chairs and desks that are not the appropriate
size for student make this ergonomically-sound position impossible.
Position Sense Solutions at School
Adjustable height chairs and desks offer the best
solution to ensuring that students are sitting in optimal positions for learning
and paying attention. Office “task” or “swivel” chairs with pneumatic
mechanisms provide some of the most cost-effective ways to offer appropriate
heights for students. Adjustable height desks are an alternative solution, but
they are often more cumbersome to adjust. If adjusting a seat to the optimal
height at a table or desks brings the student’s feet off the floor, a small
step stool, box or foot ring can be a simple remedy. Consideration of the placement of visual
information, distances between furniture, heights of other classroom materials,
such as shelving or hooks, and organization of materials that need to be
reached or put away can also improve the positioning used by students
throughout their school day.
The Movement Sense (The Vestibular Sense)
The sense of movement detects the pull of gravity and movements of the head, so
that we can perceive the way we are moving through the world. Some
people may know that this sense has something to do with the feeling of being dizzy
when we turn around and that is also the sense that controls balance. However, there
are many other important roles of this sensory system which are not commonly known.
Like the position sense, the sense of movement operates in an automatic way to
support many basic functions. For example, this sense helps us coordinate motions
of our eyes and head, in actions such as looking up at a blackboard then back
down at a worksheet. Without this sense alerting the eye muscles that the head is
moving, the words on the board and page can “jump around” making it difficult
to read and to keep our place.
Since this sense is designed to detect the pull
of gravity, it also helps us to keep our head and body upright against. The
sense of movement is also our internal “GPS” helping us to know up from down,
right from left, etc., in an experiential way, so that we can understand and
use these navigational concepts. Neurologically, this sense lays the groundwork
for communication between the two sides of the body, thus allowing us to reach
across our body midline, coordinate both hands in a task and to develop a
dominant had for skills. In addition, this sense is critical to our state of
alertness. When we do not move much, or in slow rhythmic ways, our brain
interprets this as a signal to relax and sleep. More vigorous movement
indicates that it is time to be awake and engaged.
While furniture for adults, especially in the
workplace, has offered a myriad of options tailored to individual preferences
for decades, the idea that children would benefit from seating that offers
motion is only recently becoming acknowledged. Expecting children to “sit
still” and learn is a flawed concept. When we sit still, our brains think it is
time to go to sleep. Students will naturally try to fight this feeling by
fidgeting in their chairs, swaying side to side, or tipping back in their
chairs.
Movement Sense Solutions at School
Considering the tendency toward more sedentary activities
due to increased use of computers and other digital devices, as well as fewer
opportunities for movement with
less time spent at recess and in physical education, the need to think about
and plan “movement breaks” during the school day is more essential than ever. Choices
in seating options which provide safe and non-distracting motion for students
are also critical. While research with ball-chairs and air-filled seat cushions
shows generally favorable
results, these options are not very practical in most
school settings. Rather, task or “swivel” chairs, noted above as options which
provide adjustment for height, also provide side-to-side, and some up-and-down
movement, thus are smart options. Classroom style rockers are also a great choice
for reading, tablet work and collaborative classroom activities. While teachers
are sometimes hesitant to introduce “moving” chairs into classrooms, numerous
projects have demonstrated that once the teachers experience the improved
attention and learning that occurs with safe and non-distracting motion, they
do not want to return to static classroom chairs.
Conclusion
While the choice of adjustable height, dynamic
seating can be a bit more expensive upfront, the potential long-term savings to
school districts can be significant. Better attention and behavior can provide
not only academic, physical and mental health benefits, but positive financial
outcomes as well. Static furniture does not support children’s sensory or learning needs. Considering that school-age children often spend
up to 9 hours sitting per day, those
who make decisions about classroom furniture need to be informed about the
consequences of poor seating choices. An investment in appropriate, comfortable
and supportive classroom furniture is the least we can do to help to ensure
success for students.
Dr. Zoe Mailloux is
globally recognized for her expertise in child development, sensory
integration, autism, & occupational therapy. With more than 35 years of
experience, Zoe has been a champion for increasing understanding of individual
differences, with the aim of enhancing participation in meaningful ways, for
people of all abilities. With more than 30 years’ experience in executive
leadership of non-profit therapy practices, Zoe has been known for developing
innovative programs to support children & families.
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