Health and overload are incompatible concepts. Rospotrebnadzor clarified how much children should study. Very heavy workload at school

Registration N 19993

In accordance with the Federal Law of March 30, 1999 N 52-FZ "On the sanitary and epidemiological welfare of the population" (Collection of legislation Russian Federation, 1999, N 14, art. 1650; 2002, N 1 (part 1), art. 2; 2003, N 2, art. 167; 2003, N 27 (part 1), art. 2700; 2004, N 35, art. 3607; 2005, N 19, art. 1752; 2006, N 1, art. 10; 2006, N 52 (part 1), art. 5498; 2007, N 1 (part 1), art. 21; 2007, N 1 (part 1), art. 29; 2007, N 27, art. 3213; 2007, N 46, art. 5554; 2007, N 49, art. 6070; 2008, N 24, art. 2801; 2008, N 29 (part 1), art. 3418; 2008, N 30 (part 2), art. 3616; 2008, N 44, art. 4984; 2008, N 52 (part 1), art. 6223; 2009, N 1, art. 17; 2010, N 40, art. 4969) and Decree of the Government of the Russian Federation dated July 24, 2000 N 554 “On approval of the Regulations on the State Sanitary and Epidemiological Service of the Russian Federation and the Regulations on State Sanitary and Epidemiological Standardization” (Collected Legislation of the Russian Federation, 2000, N 31, Art. 3295; 2004 , N 8, Art. 663; 2004, N 47, Art. 4666; 2005, N 39, Art. 3953) I decree:

1. Approve sanitary and epidemiological rules and regulations SanPiN 2.4.2.2821-10 “Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions” (appendix).

2. Put into effect the specified sanitary and epidemiological rules and regulations from September 1, 2011.

3. From the moment of introduction of SanPiN 2.4.2.2821-10, the sanitary and epidemiological rules and regulations SanPiN 2.4.2.1178-02 “Hygienic requirements for learning conditions in educational institutions”, approved by the resolution of the Chief State Sanitary Doctor of the Russian Federation, First Deputy Minister of Health, shall be considered invalid of the Russian Federation dated November 28, 2002 N 44 (registered with the Ministry of Justice of Russia on December 5, 2002, registration number 3997), SanPiN 2.4.2.2434-08 "Change No. 1 to SanPiN 2.4.2.1178-02", approved by the resolution of the Chief State Sanitary Doctor of the Russian Federation dated 12/26/2008 N 72 (registered with the Ministry of Justice of Russia on 01/28/2009, registration number 13189).

G. Onishchenko

Application

Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions

Sanitary and epidemiological rules and regulations SanPiN 2.4.2.2821-10

I. General provisions and scope

1.1. These sanitary and epidemiological rules and regulations (hereinafter referred to as the sanitary rules) are aimed at protecting the health of students when carrying out activities for their training and education in educational institutions.

1.2. These sanitary rules establish sanitary and epidemiological requirements for:

Location of a general education institution;

Territories of educational institutions;

The building of a general education institution;

Equipping the premises of a general education institution;

Air-thermal regime of a general education institution;

Natural and artificial lighting;

Water supply and sewerage;

General premises and equipment educational institutions located in adapted buildings;

Regime educational process;

Organizations of medical care for students;

The sanitary condition and maintenance of the educational institution;

Compliance with sanitary rules.

1.3. Sanitary rules apply to designed, operating, under construction and reconstructed educational institutions, regardless of their type, organizational and legal forms and forms of ownership.

These sanitary rules apply to all educational institutions implementing primary general, basic general and secondary (complete) programs. general education and carrying out the educational process in accordance with the levels of general education programs at the three levels of general education:

first stage - primary general education (hereinafter - I stage of education);

second stage - basic general education (hereinafter - II stage of education);

third stage - secondary (complete) general education (hereinafter - III stage of education).

1.4. These sanitary rules are mandatory for all citizens, legal entities and individual entrepreneurs whose activities are related to the design, construction, reconstruction, operation of educational institutions, education and training of students.

1.5. Educational activities subject to licensing in accordance with the legislation of the Russian Federation. The condition for making a decision to issue a license is the submission by the license applicant of a sanitary and epidemiological report on the compliance of buildings, territories, premises, equipment and other property with sanitary rules, the regime of the educational process, which the license applicant intends to use for educational activities*.

1.6. If the institution has preschool groups implementing the basic general education program preschool education, their activities are regulated by sanitary and epidemiological requirements for the structure, content and organization of the operating mode of preschool organizations.

1.7. Using the premises of educational institutions for other purposes is not permitted.

1.8. Control over the implementation of these sanitary rules is carried out in accordance with the legislation of the Russian Federation by the authorized federal executive body exercising control and supervision functions in the field of ensuring the sanitary and epidemiological well-being of the population, protecting the rights of consumers and the consumer market and its territorial bodies.

II. Requirements for the placement of educational institutions

2.1. The provision of land plots for the construction of educational institutions is allowed if there is a sanitary and epidemiological conclusion on compliance land plot sanitary rules.

2.2. Buildings of educational institutions should be located in a residential development zone, outside the sanitary protection zones of enterprises, structures and other facilities, sanitary gaps, garages, parking lots, highways, facilities railway transport, metro, air transport takeoff and landing routes.

To ensure standard levels of insolation and natural lighting of premises and playgrounds, when locating buildings of educational institutions, sanitary gaps from residential and public buildings must be observed.

Trunk engineering communications for urban (rural) purposes - water supply, sewerage, heat supply, energy supply - should not pass through the territory of educational institutions.

2.3. Newly constructed buildings of educational institutions are located on intra-block territories of residential microdistricts, remote from city streets and inter-block driveways at a distance that ensures noise and pollution levels atmospheric air requirements of sanitary rules and regulations.

2.4. When designing and constructing urban educational institutions, it is recommended to provide for pedestrian accessibility of institutions located:

In construction and climatic zones II and III - no more than 0.5 km;

In climatic region I (subzone I) for students of the I and II stages of education - no more than 0.3 km, for students of the III stage of education - no more than 0.4 km;

In climatic region I (subzone II) for students of the I and II stages of education - no more than 0.4 km, for students of the III stage of education - no more than 0.5 km.

2.5. In rural areas, pedestrian accessibility for students of educational institutions:

In climatic zones II and III for students of the first stage of education is no more than 2.0 km;

For students of the II and III levels of education - no more than 4.0 km, in the I climate zone - 1.5 and 3 km, respectively.

At distances exceeding those specified for students of general education institutions located in rural areas, it is necessary to organize transport services to the general education institution and back. Travel time should not exceed 30 minutes one way.

Students are transported by specially designated transport designed for transporting children.

The optimal pedestrian approach of students to the gathering place at the stop should be no more than 500 m. For rural areas, it is allowed to increase the radius of pedestrian accessibility to the stop to 1 km.

2.6. It is recommended that for students living at a distance exceeding the maximum permissible transport service, as well as in case of transport inaccessibility during periods of unfavorable weather conditions, a boarding school should be provided at a general education institution.

III. Requirements for the territory of educational institutions

3.1. The territory of a general education institution must be fenced and landscaped. Landscaping of the territory is provided at the rate of at least 50% of the area of ​​its territory. When locating the territory of a general education institution on the border with forests and gardens, it is allowed to reduce the area of ​​landscaping by 10%.

Trees are planted at a distance of at least 15.0 m, and shrubs at least 5.0 m from the institution building. When landscaping the area, do not use trees and shrubs with poisonous fruits in order to prevent the occurrence of poisoning among students.

It is allowed to reduce landscaping with trees and shrubs on the territories of educational institutions in the Far North, taking into account special climatic conditions in these areas.

3.2. The following zones are distinguished on the territory of a general education institution: recreation area, physical education and sports area and economic area. It is allowed to allocate a training and experimental zone.

When organizing a training and experimental zone, it is not allowed to reduce the physical culture and sports zone and the recreation area.

3.3. It is recommended to place the physical education and sports area on the side of the gym. When placing a physical education and sports zone on the side of the windows of educational premises, noise levels in educational premises should not exceed hygienic standards for residential premises, public buildings and residential areas.

When constructing running tracks and sports grounds (volleyball, basketball, handball), it is necessary to provide drainage to prevent flooding by rainwater.

The equipment of the physical culture and sports area must ensure the implementation of the programs of the academic subject "Physical Culture", as well as the conduct of sectional sports classes and recreational activities.

Sports and playgrounds must have a hard surface, and a football field must have grass. Synthetic and polymer coatings must be frost-resistant, equipped with drains and must be made from materials that are harmless to the health of children.

Classes are not conducted on damp areas with uneven surfaces and potholes.

Physical education and sports equipment must correspond to the height and age of students.

3.4. To carry out the programs of the academic subject "Physical Education", it is allowed to use sports facilities (grounds, stadiums) located near the institution and equipped in accordance with sanitary and epidemiological requirements for the design and maintenance of places for physical education and sports classes.

3.5. When designing and constructing educational institutions on the territory, it is necessary to provide a recreation area for organizing outdoor games and recreation for students attending extended day groups, as well as for the implementation of educational programs that include outdoor activities.

3.6. The utility area is located at the entrance to the industrial premises of the canteen and has its own entrance from the street. In the absence of heating and centralized water supply, a boiler room and a pumping room with a water tank are located on the territory of the economic zone.

3.7. To collect waste, a site is equipped on the territory of the economic zone, on which waste bins (containers) are installed. The site is located at a distance of at least 25.0 m from the entrance to the catering unit and the windows of classrooms and offices and is equipped with a waterproof hard covering, the dimensions of which exceed the base area of ​​the containers by 1.0 m in all directions. Garbage containers must have tight-fitting lids.

3.8. Entrances and entrances to the territory, driveways, paths to outbuildings, and waste disposal areas are covered with asphalt, concrete and other hard surfaces.

3.9. The territory of the institution must have external artificial lighting. The level of artificial illumination on the ground must be at least 10 lux.

3.10. The location of buildings and structures on the territory that are not functionally related to the educational institution is not permitted.

3.11. If there are preschool groups in a general education institution that implement the basic general educational program of preschool education, a play area is allocated on the territory, equipped in accordance with the requirements for the structure, content and organization of the operating mode of preschool organizations.

3.12. Noise levels on the territory of a general education institution should not exceed hygienic standards for residential premises, public buildings and residential areas.

IV. Building requirements

4.1. Architectural and planning solutions for the building must ensure:

Allocation of classrooms into a separate block primary classes with exits to the site;

Location of recreational facilities in close proximity to educational premises;

Placement on the upper floors (above the third floor) of educational premises and offices visited by students in grades 8 - 11, administrative and utility rooms;

Elimination of the harmful effects of environmental factors in a general education institution on the life and health of students;

The placement of educational workshops, assembly and sports halls of educational institutions, their total area, as well as a set of premises for club work, depending on local conditions and the capabilities of the educational institution, in compliance with the requirements of building codes and regulations and these sanitary rules.

Previously constructed buildings of educational institutions are operated in accordance with the design.

4.2. It is not permitted to use ground floors and basements for educational premises, offices, laboratories, educational workshops, medical premises, sports, dance and assembly halls.

4.3. The capacity of newly built or reconstructed educational institutions must be designed for training in only one shift.

4.4. Entrances to the building can be equipped with vestibules or air and air-thermal curtains, depending on the climatic zone and the estimated outside air temperature, in accordance with the requirements of building codes and regulations.

4.5. When designing, constructing and reconstructing a building of a general education institution, cloakrooms must be placed on the 1st floor with mandatory equipment for each class. Wardrobes are equipped with clothes hangers and shoe storage.

In existing buildings for primary school students, it is possible to place a wardrobe in recreation areas, provided they are equipped with individual lockers.

In institutions located in rural areas, with no more than 10 students in one class, it is allowed to install wardrobes (hangers or lockers) in classrooms, subject to compliance with the standard area of ​​classroom space per 1 student.

4.6. Students of primary general education schools must study in classrooms assigned to each class.

4.7. In newly constructed buildings of general education institutions, it is recommended that classrooms for primary grades be allocated in a separate block (building) and grouped into educational sections.

In the educational sections (blocks) for students in grades 1 - 4 there are: educational premises with recreation, playrooms for extended day groups (at the rate of at least 2.5 m 2 per student), toilets.

For 1st grade students attending extended day groups, sleeping quarters with an area of ​​at least 4.0 m2 per child must be provided.

4.8. For students of the II - III stages of education, it is allowed to organize the educational process according to the classroom-office system.

If it is impossible to ensure that classroom furniture in classrooms and laboratories matches the height and age characteristics of students, it is not recommended to use a classroom teaching system.

In general education institutions located in rural areas, with small class sizes, the use of classrooms in two or more disciplines is allowed.

4.9. The area of ​​classrooms is taken without taking into account the area required for arranging additional furniture (cabinets, cabinets, etc.) for storage teaching aids and equipment used in the educational process, based on:

At least 2.5 m 2 per 1 student for frontal forms of classes;

At least 3.5 m2 per student when organizing group work and individual lessons.

In newly constructed and reconstructed buildings of general education institutions, the height of classrooms must be at least 3.6 m 2.

The estimated number of students in classes is determined based on the calculation of the area per student and the arrangement of furniture in accordance with Section V of these sanitary rules.

4.10. Laboratory assistants must be equipped in chemistry, physics, and biology classrooms.

4.11. The area of ​​computer science classrooms and other classrooms where personal computers are used must comply with the hygienic requirements for personal electronic computers and work organization.

4.12. The set and area of ​​premises for extracurricular activities, club activities and sections must comply with sanitary and epidemiological requirements for institutions additional education children.

When placing a gym on the 2nd floor and above, sound and vibration insulation measures must be taken.

The number and types of gyms are provided depending on the type of educational institution and its capacity.

4.14. Gyms in existing educational institutions should be equipped with equipment; changing rooms for boys and girls. It is recommended to equip gyms with separate showers and toilets for boys and girls.

4.15. In newly constructed buildings of educational institutions, gyms should be equipped with: equipment; premises for storing cleaning equipment and preparing disinfectant and cleaning solutions with an area of ​​at least 4.0 m2; separate dressing rooms for boys and girls with an area of ​​at least 14.0 m2 each; separate showers for boys and girls with an area of ​​at least 12 m2 each; separate toilets for boys and girls with an area of ​​at least 8.0 m2 each. Hand washing sinks will be installed in toilets or locker rooms.

4.16. When constructing swimming pools in educational institutions, planning decisions and its operation must meet the hygienic requirements for the design, operation of swimming pools and water quality.

4.17. In general educational institutions, it is necessary to provide a set of premises for organizing meals for students in accordance with the sanitary and epidemiological requirements for organizing meals for students in general educational institutions, primary and secondary vocational education institutions.

4.18. During the construction and reconstruction of buildings of general education institutions, it is recommended to provide an assembly hall, the dimensions of which are determined by the number of seats at the rate of 0.65 m 2 per seat.

4.19. The type of library depends on the type of educational institution and its capacity. In institutions with in-depth study of individual subjects, gymnasiums and lyceums, the library should be used as a reference and information center for a general education institution.

The area of ​​the library (information center) must be taken at a rate of at least 0.6 m2 per student.

When equipping information centers with computer equipment, hygienic requirements for personal electronic computers and the organization of work must be observed.

4.20. Recreation facilities in general education institutions must be provided at a rate of at least 0.6 m2 per student.

The width of recreation with one-sided arrangement of classes must be at least 4.0 m, with two-sided arrangement of classes - at least 6.0 m.

When designing a recreation area in the form of halls, the area is set at the rate of 2 m 2 per student.

4.21. In existing buildings of general educational institutions for medical care of students, medical premises should be provided on the ground floor of the building, located in a single block: a doctor’s office with an area of ​​at least 14.0 m2 and a length of at least 7.0 m (to determine the hearing and visual acuity of students ) and a treatment (vaccination) room with an area of ​​at least 14.0 m2.

In educational institutions located in rural areas, it is allowed to organize medical care at feldsher-midwife stations and outpatient clinics.

4.22. For newly constructed and reconstructed buildings of general education institutions, the following premises for medical care must be equipped: a doctor's office with a length of at least 7.0 m (to determine the hearing and visual acuity of students) with an area of ​​at least 21.0 m 2; treatment and vaccination rooms with an area of ​​at least 14.0 m2 each; a room for preparing disinfectant solutions and storing cleaning equipment intended for medical premises, with an area of ​​at least 4.0 m2; toilet.

When equipping a dental office, its area must be at least 12.0 m2.

All medical premises must be grouped in one block and located on the 1st floor of the building.

4.23. The doctor's office, treatment room, vaccination and dental rooms are equipped in accordance with the sanitary and epidemiological requirements for organizations engaged in medical activities. The vaccination room is equipped in accordance with the requirements for organizing immunoprophylaxis of infectious diseases.

4.24. For children in need of psychological and pedagogical assistance, general education institutions provide separate rooms for a teacher-psychologist and a speech therapist with an area of ​​at least 10 m2 each.

4.25. Toilets for boys and girls, equipped with stalls with doors, should be located on each floor. The number of sanitary fixtures is determined at the rate of: 1 toilet for 20 girls, 1 washbasin for 30 girls: 1 toilet, 1 urinal and 1 washbasin for 30 boys. The area of ​​sanitary facilities for boys and girls should be taken at a rate of at least 0.1 m2 per student.

A separate bathroom is allocated for staff at the rate of 1 toilet per 20 people.

In previously constructed buildings of general education institutions, the number of sanitary units and sanitary fixtures is allowed in accordance with the design solution.

Pedal buckets and toilet paper holders are installed in sanitary facilities; An electric towel or paper towel holder is placed next to the washbasins. Sanitary equipment must be in good working order, without chips, cracks or other defects. Entrances to bathrooms are not allowed to be located opposite the entrance to classrooms.

Toilets are equipped with seats made of materials that can be treated with detergents and disinfectants.

For students of the II and III levels of education in newly constructed and reconstructed buildings of educational institutions, personal hygiene rooms are provided at the rate of 1 cubicle per 70 people with an area of ​​at least 3.0 m 2. They are equipped with a bidet or a tray with a flexible hose, a toilet and a washbasin with cold and hot water supply.

For previously constructed buildings of educational institutions, it is recommended to install personal hygiene cabins in the toilet rooms.

4.26. In newly constructed buildings of educational institutions, on each floor there is a room for storing and processing cleaning equipment, preparing disinfection solutions, equipped with a tray and a supply of cold and hot water to it. In previously constructed buildings of general education institutions, a separate place is allocated for storing all cleaning equipment (except for equipment intended for cleaning catering and medical premises), which is equipped with a cabinet.

4.27. Washbasins are installed in primary classrooms, laboratory rooms, classrooms (chemistry, physics, drawing, biology), workshops, home economics classrooms, and in all medical premises.

The installation of sinks in classrooms should be provided, taking into account the height and age characteristics of students: at a height of 0.5 m from the floor to the side of the sink for students in grades 1 - 4 and at a height of 0.7 - 0.8 m from the floor to the side of the sink for students in grades 5 - 11. Pedal buckets and toilet paper holders are installed near the sinks. Electric or paper towels and soap are placed next to the washbasins. Soap, toilet paper and towels must be available at all times.

4.28. The ceilings and walls of all rooms must be smooth, without cracks, cracks, deformations, or signs of fungal infection and can be cleaned using a wet method using disinfectants. It is allowed in educational premises, offices, recreation areas and other premises to install suspended ceilings from materials approved for use in educational institutions, provided that the height of the premises is maintained at least 2.75 m, and in newly built ones at least 3.6 m.

4.29. Floors in classrooms, classrooms and recreation areas should have plank, parquet, tile or linoleum coverings. In the case of using a tile covering, the surface of the tile should be matte and rough, non-slip. It is recommended to lay the floors of toilets and washrooms with ceramic tiles.

Floors in all rooms must be free of cracks, defects and mechanical damage.

4.30. In medical premises, the surfaces of the ceiling, walls and floor must be smooth, allowing them to be cleaned with a wet method and resistant to the action of detergents and disinfectants approved for use in medical premises.

4.31. All construction and finishing materials must be harmless to the health of children.

4.32. In general education institutions and boarding schools, it is not allowed to carry out all types of repair work in the presence of students.

4.33. The structure of a general education institution as a structural unit may include a boarding school at a general education institution, if the general education institution is located above the maximum permissible transport service.

The building of a boarding school at a general education institution can be separate, as well as be part of the main building of a general education institution, separating it into an independent block with a separate entrance.

The premises of a boarding school at a general education institution should include:

Separate sleeping quarters for boys and girls with an area of ​​at least 4.0 m2 per person;

Premises for self-training with an area of ​​at least 2.5 m2 per person;

Rest and psychological relaxation rooms;

Washrooms (1 sink for 10 people), toilets (1 toilet for 10 girls, 1 toilet and 1 urinal for 20 boys, each toilet has 1 sink for washing hands), showers (1 shower net for 20 people), hygiene room. Pedal buckets and toilet paper holders are installed in toilets; Electric or paper towels and soap are placed next to the washbasins. Soap, toilet paper and towels must be available at all times;

Rooms for drying clothes and shoes;

Facilities for washing and ironing personal belongings;

Storage room for personal belongings;

Medical service area: doctor's office and

Insulator;

Administrative and utility premises.

Equipment, decoration of premises and their maintenance must comply with the hygienic requirements for the design, maintenance, and organization of work in orphanages and boarding schools for orphans and children without parental care.

For a newly built boarding school at a general education institution, the main building of the general education institution and the boarding school building are connected by a warm passage.

4.34. Noise levels in the premises of a general education institution should not exceed hygienic standards for residential premises, public buildings and residential areas

V. Requirements for premises and equipment

educational institutions

5.1. The number of workplaces for students should not exceed the capacity of the educational institution provided for by the project for which the building was built (reconstructed).

Each student is provided with a workplace (at a desk or table, game modules and others) in accordance with his height.

5.2. Depending on the purpose of classrooms, various types of student furniture can be used: school desks, student tables (single and double), classroom, drawing or laboratory tables complete with chairs, desks and others. Stools or benches are not used instead of chairs.

Student furniture must be made from materials that are harmless to the health of children and meet the height and age characteristics of children and ergonomic requirements.

5.3. The main type of student furniture for students of the first stage of education should be a school desk, equipped with a tilt regulator for the surface of the working plane. When learning to write and read, the inclination of the working surface of the school desk plane should be 7 - 15. The front edge of the seat surface should extend beyond the front edge of the working plane of the desk by 4 cm for desks number 1, by 5 - 6 cm for desks number 2 and 3, and by 7 - 8 cm for desks number 4.

The dimensions of educational furniture, depending on the height of students, must correspond to the values ​​​​given in Table 1.

Combined use is allowed different types student furniture (desks, desks).

Depending on the height group, the height above the floor of the front edge of the desk top facing the student should have the following values: for a body length of 1150 - 1300 mm - 750 mm, 1300 - 1450 mm - 850 mm and 1450 - 1600 mm - 950 mm. The angle of inclination of the tabletop is 15 - 17.

The duration of continuous work at the desk for students of the 1st stage of education should not exceed 7 - 10 minutes, and for students of the 2nd - 3rd stage of education - 15 minutes.

5.4. To select educational furniture according to the height of students, its color marking is made, which is applied to the visible side outer surface of the table and chair in the form of a circle or stripes.

5.5. Desks (tables) are arranged in classrooms by numbers: smaller ones are closer to the board, larger ones are further away. For children with hearing impairment, desks should be placed in the first row.

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

At least twice during the academic year, students sitting in the outer rows, rows 1 and 3 (with a three-row arrangement of desks), are changed places without disturbing the furniture’s suitability for their height.

In order to prevent postural disorders, it is necessary to cultivate the correct working posture in students from the first days of attending classes in accordance with the recommendations of Appendix 1 of these sanitary rules.

5.6. When equipping classrooms, the following passage dimensions and distances in centimeters are observed:

Between rows of double tables - at least 60;

Between a row of tables and the outer longitudinal wall - at least 50 - 70;

Between a row of tables and the internal longitudinal wall (partition) or cabinets standing along this wall - at least 50;

From the last tables to the wall (partition) opposite the blackboard - at least 70, from the back wall, which is the outer wall - 100;

From the demonstration table to the training board - at least 100;

From the first desk to the blackboard - at least 240;

The greatest distance from the last place of a student to the blackboard is 860;

The height of the lower edge of the teaching board above the floor is 70 - 90;

The distance from the chalkboard to the first row of tables in offices with a square or transverse configuration with a four-row arrangement of furniture is at least 300.

The visibility angle of the board from the edge of the board, 3.0 m long, to the middle of the student’s extreme seat at the front table must be at least 35 degrees for students of the 2nd - 3rd stages of education and at least 45 degrees for students of the 1st stage of education.

The place of study furthest from windows should not be further than 6.0 m.

In general educational institutions of the first climatic region, the distance of tables (desks) from the outer wall must be at least 1.0 m.

When installing desks in addition to the main student furniture, they are located behind the last row of tables or the first row from the wall opposite the light-carrying one, in compliance with the requirements for the size of passages and distances between equipment.

This furniture arrangement does not apply to classrooms equipped with interactive whiteboards.

In newly constructed and reconstructed buildings of general education institutions, it is necessary to provide a rectangular configuration of classrooms and classrooms with student desks located along the windows and left-side natural lighting.

5.7. Blackboards (using chalk) must be made of materials that have high adhesion to materials used for writing, can be easily cleaned with a damp sponge, be wear-resistant, have a dark green color and an anti-reflective coating.

Chalkboards should have trays for retaining chalk dust, storing chalk, rags, and a holder for drawing supplies.

When using a marker board, the color of the marker should be contrasting (black, red, brown, dark tones of blue and green).

It is allowed to equip classrooms and classrooms with interactive whiteboards that meet hygienic requirements. When using an interactive whiteboard and a projection screen, it is necessary to ensure its uniform illumination and the absence of high-brightness light spots.

5.8. Physics and chemistry classrooms must be equipped with special demonstration tables. To ensure better visibility of educational visual aids, the demonstration table is installed on the podium. Student and demonstration tables must be resistant to aggressive chemical substances covering and protective edges along the outer edge of the table.

The chemistry room and laboratory are equipped with fume hoods.

5.9. The equipment of computer science classrooms must meet the hygienic requirements for personal electronic computers and work organization.

5.10. Workshops for labor training must have an area of ​​6.0 m2 per 1 workplace. The placement of equipment in workshops is carried out taking into account the creation of favorable conditions for visual work and maintaining the correct working posture.

Carpentry workshops are equipped with workbenches placed either at an angle of 45 to the window, or in 3 rows perpendicular to the light-carrying wall so that the light falls from the left. The distance between workbenches must be at least 0.8 m in the front-to-back direction.

In metalworking workshops, both left- and right-side lighting is allowed with workbenches perpendicular to the light-carrying wall. The distance between the rows of single workbenches must be at least 1.0 m, double ones - 1.5 m. The vice is attached to the workbenches at a distance of 0.9 m between their axes. Mechanical workbenches must be equipped with a safety net with a height of 0.65 - 0.7 m.

Drilling, grinding and other machines must be installed on a special foundation and equipped with safety nets, glass and local lighting.

Carpentry and plumbing workbenches must match the height of students and be equipped with footrests.

The sizes of tools used for carpentry and plumbing work must correspond to the age and height of the students (Appendix 2 of these sanitary rules).

Metalworking and carpentry workshops and service rooms are equipped with washbasins with cold and hot water supply, electric towels or paper towels.

5.11. In newly constructed and reconstructed buildings of general education institutions, it is necessary to provide at least two rooms in home economics classrooms: for teaching cooking skills and for cutting and sewing.

5.12. In the home economics classroom, used for teaching cooking skills, provision is made for the installation of double-sink sinks with cold and hot water supply and a mixer, at least 2 tables with hygienic covering, a refrigerator, an electric stove and a cabinet for storing dishes. Approved detergents for washing tableware must be provided near the sinks.

5.13. The housekeeping room, used for cutting and sewing, is equipped with tables for drawing patterns and cutting, and sewing machines.

Sewing machines are installed along windows to provide left-side natural lighting on the working surface of the sewing machine or opposite the window for direct (front) natural lighting of the working surface.

5.14. In existing buildings of general education institutions, if there is one home economics classroom, a separate place is provided for placing an electric stove, cutting tables, a dishwasher and a washbasin.

5.15. Labor training workshops and home economics classrooms, gyms must be equipped with first aid kits for first aid.

5.16. Equipment of classrooms intended for classes artistic creativity, choreography and music, must comply with sanitary and epidemiological requirements for institutions of additional education for children.

5.17. In game rooms, furniture, play and sports equipment must correspond to the height of the students. Furniture should be placed around the perimeter of the playroom, thereby freeing up the maximum part of the area for outdoor games.

When using upholstered furniture, it is necessary to have removable covers (at least two), with the obligatory replacement of them at least once a month and when dirty. Special cabinets are installed to store toys and manuals.

TVs are installed on special stands at a height of 1.0 - 1.3 m from the floor. When watching television programs, the placement of spectator seats should provide a distance of at least 2 m from the screen to the eyes of students.

5.18. Bedrooms for first-graders attending an extended day group should be separate for boys and girls. They are equipped with teenage (size 1600 x 700 mm) or built-in single-tier beds. Beds in bedrooms are placed in compliance with the minimum gaps: from external walls - at least 0.6 m, from heating devices - 0.2 m, the width of the passage between the beds is at least 1.1 m, between the headboards of two beds - 0.3 - 0.4 m.

VI. Requirements for air-thermal conditions

6.1. Buildings of educational institutions are equipped with centralized heating and ventilation systems, which must comply with the standards for the design and construction of residential and public buildings and ensure optimal parameters of the microclimate and air environment.

Steam heating is not used in institutions. When installing heating device enclosures, the materials used must be harmless to the health of children.

Fences made of particle boards and other polymer materials are not allowed.

The use of portable heating devices, as well as heaters with infrared radiation, is not allowed.

6.2. The air temperature, depending on the climatic conditions in classrooms and offices, psychologist and speech therapist offices, laboratories, assembly hall, dining room, recreation, library, lobby, wardrobe should be 18 - 24 C; in the gym and rooms for sectional classes, workshops - 17 - 20 C; bedroom, playrooms, premises of preschool education departments and school boarding schools - 20 - 24 C; medical offices, changing rooms of the gym - 20 - 22 C, showers - 25 C.

To control the temperature regime, classrooms and classrooms must be equipped with household thermometers.

6.3. During non-school hours, in the absence of children, the temperature in the premises of a general education institution must be maintained at least 15 C.

6.4. In the premises of educational institutions, the relative air humidity should be 40 - 60%, the air speed should not exceed 0.1 m/sec.

6.5. If there is stove heating in existing buildings of educational institutions, the firebox is installed in the corridor. To avoid indoor air pollution with carbon monoxide, chimneys are closed no earlier than complete combustion of the fuel and no later than two hours before the arrival of students.

For newly constructed and reconstructed buildings of educational institutions, stove heating is not allowed.

6.6. Educational areas are ventilated during breaks, and recreational areas during lessons. Before classes start and after they end, it is necessary to carry out cross-ventilation of classrooms. The duration of through ventilation is determined by weather conditions, wind direction and speed, and the efficiency of the heating system. The recommended duration of through ventilation is given in Table 2.

6.7. Lessons physical culture and sports sections should be held in well-aerated gyms.

During classes in the hall, it is necessary to open one or two windows on the leeward side when the outside air temperature is above plus 5 C and the wind speed is no more than 2 m/s. At lower temperatures and higher air speeds, classes in the hall are conducted with one to three transoms open. When the outside air temperature is below minus 10 C and the air speed is more than 7 m/s, through ventilation of the hall is carried out in the absence of students for 1 - 1.5 minutes; during big breaks and between shifts - 5 - 10 minutes.

When the air temperature reaches plus 14 C, ventilation in the gym should be stopped.

6.8. Windows must be equipped with folding transoms with lever devices or vents. The area of ​​transoms and vents used for ventilation in classrooms must be at least 1/50 of the floor area. Transoms and vents must function at any time of the year.

6.9. When replacing window units, the glazing area must be maintained or increased.

The opening plane of the windows should provide ventilation.

6.10. Window glazing must be made of solid glass. Broken glass must be replaced immediately.

6.11. Separate exhaust ventilation systems should be provided for the following premises: classrooms and offices, assembly halls, swimming pools, shooting ranges, canteen, medical center, cinema room, sanitary facilities, premises for processing and storing cleaning equipment, carpentry and metalwork shops.

Mechanical exhaust ventilation is installed in workshops and service rooms where stoves are installed.

6.12. Concentrations harmful substances in the air of premises of educational institutions should not exceed hygienic standards for atmospheric air in populated areas.

VII. Requirements for natural and artificial lighting

7.1. Daylight.

7.1.1. All educational premises must have natural lighting in accordance with the hygienic requirements for natural, artificial, and combined lighting of residential and public buildings.

7.1.2. Without natural lighting it is allowed to design: squat rooms, washrooms, showers, toilets in the gymnasium; showers and toilets for staff; storerooms and warehouses, radio centers; film and photo laboratories; book depositories; boiler rooms, pumping water supply and sewerage systems; ventilation and air conditioning chambers; control units and other premises for installation and management of engineering and technological equipment of buildings; premises for storing disinfectants.

7.1.3. In classrooms, natural left-side lighting should be designed. When the depth of classrooms is more than 6 m, it is necessary to install right-side lighting, the height of which must be at least 2.2 m from the floor.

The direction of the main light flux in front and behind the students is not allowed.

7.1.4. In workshops for labor training, assembly and sports halls, two-way side natural lighting can be used.

7.1.5. In the premises of educational institutions, normalized values ​​of the natural illumination coefficient (NLC) are provided in accordance with the hygienic requirements for natural, artificial, and combined lighting of residential and public buildings.

7.1.6. In classrooms with one-way side natural lighting, the KEO on the working surface of the desks at the point of the room farthest from the windows should be at least 1.5%. With two-way side natural lighting, the KEO indicator is calculated on the middle rows and should be 1.5%.

The luminous coefficient (LC - the ratio of the area of ​​the glazed surface to the floor area) must be at least 1:6.

7.1.7. The windows of classrooms should be oriented to the southern, southeastern and eastern sides of the horizon. The windows of drawing and painting rooms, as well as the kitchen room, can be oriented towards the northern sides of the horizon. The orientation of computer science classrooms is north, northeast.

7.1.8. Light openings in classrooms, depending on the climate zone, are equipped with adjustable sun-shading devices (tilt-and-turn blinds, fabric curtains) with a length not lower than the level of the window sill.

It is recommended to use curtains made from light-colored fabrics that have a sufficient degree of light transmission and good light-diffusing properties, which should not reduce the level of natural light. The use of curtains (curtains), including curtains with lambrequins, made of polyvinyl chloride film and other curtains or devices that limit natural light, is not permitted.

When not in use, curtains must be placed in the walls between the windows.

7.1.9. To rationally use daylight and uniformly illuminate classrooms, you should:

Do not paint over window glass;

Do not place flowers on window sills; they are placed in portable flower boxes 65 - 70 cm high from the floor or hanging flowerpots in the walls between the windows;

Clean and wash glass as it gets dirty, but at least twice a year (autumn and spring).

The duration of insolation in classrooms and classrooms must be continuous, with a duration of at least:

2.5 hours in the northern zone (north of 58 degrees N);

2.0 hours in the central zone (58 - 48 degrees N);

1.5 hours in the southern zone (south of 48 degrees N).

It is allowed that there is no insolation in classrooms for computer science, physics, chemistry, drawing and drawing, sports gyms, catering facilities, assembly halls, and administrative and utility rooms.

7.2. Artificial lighting

7.2.1. In all premises of a general education institution, levels of artificial illumination are provided in accordance with the hygienic requirements for natural, artificial, and combined lighting of residential and public buildings.

7.2.2. In classrooms, the general lighting system is provided by ceiling lamps. Fluorescent lighting is provided using lamps according to the color spectrum: white, warm white, natural white.

Lamps used for artificial lighting of classrooms must provide a favorable distribution of brightness in the field of view, which is limited by the discomfort indicator (Mt). The discomfort index of a general lighting lighting installation for any workplace in a classroom should not exceed 40 units.

7.2.3. Fluorescent lamps and incandescent lamps should not be used in the same room for general lighting.

7.2.4. In classrooms, classrooms, laboratories, illumination levels must comply with the following standards: on desktops - 300 - 500 lux, in technical drawing and drawing rooms - 500 lux, in computer science classrooms on tables - 300 - 500 lux, on a blackboard - 300 - 500 lux, in assembly and sports halls (on the floor) - 200 lux, in recreation (on the floor) - 150 lux.

When using computer technology and the need to combine the perception of information from the screen and writing in a notebook, the illumination on students’ desks should be at least 300 lux.

7.2.5. A general lighting system should be used in classrooms. Lamps with fluorescent lamps are located parallel to the light-carrying wall at a distance of 1.2 m from the outer wall and 1.5 m from the inner wall.

7.2.6. A blackboard that does not have its own glow is equipped with local lighting - spotlights designed to illuminate blackboards.

7.2.7. When designing an artificial lighting system for classrooms, it is necessary to provide for separate switching of lamp lines.

7.2.8. For the rational use of artificial light and uniform illumination of classrooms, it is necessary to use finishing materials and paints that create a matte surface with reflection coefficients: for the ceiling - 0.7 - 0.9; for walls - 0.5 - 0.7; for the floor - 0.4 - 0.5; for furniture and desks - 0.45; for chalkboards - 0.1 - 0.2.

It is recommended to use the following paint colors: for ceilings - white, for walls of classrooms - light tones of yellow, beige, pink, green, blue; for furniture (cabinets, desks) - the color of natural wood or light green; for chalkboards - dark green, dark brown; for doors, window frames - white.

7.2.9. It is necessary to clean the lighting fixtures of the lamps as they become dirty, but at least 2 times a year, and promptly replace burnt-out lamps.

7.2.10. Faulty, burnt-out fluorescent lamps are collected in a container in a specially designated room and sent for disposal in accordance with current regulations.

VIII. Requirements for water supply and sewerage

8.1. Buildings of educational institutions must be equipped centralized systems domestic and drinking water supply, sewerage and drainage systems in accordance with the requirements for public buildings and structures in terms of domestic and drinking water supply and sanitation.

Cold and hot centralized water supply is provided to the premises of a general education institution, preschool education and boarding school at a general education institution, including: catering facilities, a dining room, pantry rooms, showers, washrooms, personal hygiene cabins, medical premises, labor training workshops, home economics rooms, primary care premises classrooms, drawing rooms, physics, chemistry and biology classrooms, laboratory assistants, rooms for processing cleaning equipment and toilets in newly built and reconstructed educational institutions.

8.2. In the absence of locality centralized water supply in existing buildings of general education institutions, it is necessary to ensure a continuous supply of cold water to the catering unit, medical premises, toilets, boarding rooms at a general education institution and preschool education and the installation of water heating systems.

8.3. General educational institutions provide water that meets the hygienic requirements for the quality and safety of drinking water supply.

8.4. In buildings of general education institutions, the canteen sewerage system must be separate from the rest and have an independent outlet into the external sewerage system. The sewage system risers from the upper floors should not pass through the industrial premises of the canteen.

8.5. In unsewered rural areas buildings of general education institutions are equipped with internal sewerage (such as flush closets), subject to the installation of local treatment facilities. The installation of outdoor toilets is permitted.

8.6. In general educational institutions, the drinking regime of students is organized in accordance with the sanitary and epidemiological requirements for the organization of meals for students in general educational institutions, institutions of primary and secondary vocational education.

IX. Requirements for premises and equipment of educational institutions located in adapted buildings

9.1. Accommodation of general education institutions in adapted premises is possible during the period of major repairs (reconstruction) of the existing main buildings of general education institutions.

9.2. When placing a general education institution in an adapted building, it is necessary to have a mandatory set of premises: classrooms, premises for catering, premises for medical purposes, recreation, administrative and utility premises, bathrooms, wardrobe.

9.3. The area of ​​classrooms and classrooms is determined based on the number of students in one class in accordance with the requirements of these sanitary rules.

9.4. If it is not possible to equip your own gym, you should use sports facilities located near a general education institution, provided that they meet the requirements for the design and maintenance of places for physical education and sports.

9.5. For small educational institutions located in rural areas, in the absence of the opportunity to equip their own medical center, it is allowed to organize medical care at feldsher-midwife stations and outpatient clinics.

9.6. In the absence of a wardrobe, it is allowed to equip individual lockers located in recreation areas and corridors.

X. Hygienic requirements for the educational process

10.1. Optimal age of onset schooling- no earlier than 7 years. Children aged 8 or 7 years of age are accepted into 1st grade. Admission of children in the 7th year of life is carried out when they reach the age of at least 6 years 6 months by September 1 of the school year.

The class size, with the exception of compensatory training classes, should not exceed 25 people.

10.2. Education of children under 6 years 6 months at the beginning of the school year should be carried out in a preschool educational institution or in a general education institution in compliance with all hygienic requirements for the conditions and organization of the educational process for children up to school age.

10.3. To prevent overwork of students, it is recommended to provide for an even distribution of periods of study time and vacations in the annual calendar curriculum.

10.4. Classes should begin no earlier than 8 o'clock. Conducting zero lessons is not allowed.

In institutions with in-depth study of individual subjects, lyceums and gymnasiums, training is carried out only in the first shift.

In institutions operating in two shifts, training of 1st, 5th, final 9th ​​and 11th grades and compensatory education classes should be organized in the first shift.

Studying in 3 shifts in general education institutions is not allowed.

10.5. The number of hours allocated for students to master the curriculum of a general education institution, consisting of a compulsory part and a part formed by participants in the educational process, should not in total exceed the value of the weekly educational load.

The amount of weekly educational load (number training sessions), implemented through lesson and extracurricular activities, determined in accordance with table 3.

The organization of specialized education in grades 10-11 should not lead to an increase in the educational load. The choice of a training profile should be preceded by career guidance work.

10.6. The educational weekly load must be evenly distributed during the school week, while the volume of the maximum permissible load during the day should be:

For 1st grade students, it should not exceed 4 lessons and 1 day per week - no more than 5 lessons due to a physical education lesson;

For students in grades 2 - 4 - no more than 5 lessons, and once a week 6 lessons due to a physical education lesson with a 6-day school week;

For students in grades 5 - 6 - no more than 6 lessons;

For students in grades 7 - 11 - no more than 7 lessons.

The lesson schedule is compiled separately for compulsory and elective classes. Optional classes should be scheduled on days with the fewest required classes. It is recommended to take a break of at least 45 minutes between the start of extracurricular activities and the last lesson.

10.7. The lesson schedule is drawn up taking into account the daily and weekly mental performance of students and the scale of difficulty educational subjects(Appendix 3 of these sanitary rules).

10.8. When drawing up a lesson schedule, you should alternate subjects of varying complexity throughout the day and week: for students of the first stage of education, basic subjects (mathematics, Russian and foreign languages, natural history, computer science) should be alternated with lessons in music, fine arts, labor, physical education; For students of the 2nd and 3rd stages of education, subjects of natural and mathematical profiles should be alternated with humanitarian subjects.

For 1st grade students, the most difficult subjects should be taught in the 2nd lesson; 2 - 4 classes - 2 - 3 lessons; for students in grades 5 - 11 in lessons 2 - 4.

IN primary school Double lessons are not offered.

There should not be more than one test during the school day. Tests are recommended to be carried out in lessons 2 - 4.

10.9. The duration of the lesson (academic hour) in all classes should not exceed 45 minutes, with the exception of 1st grade, in which the duration is regulated by paragraph 10.10 of these sanitary rules, and the compensating class, the duration of the lesson in which should not exceed 40 minutes.

The density of students' educational work in lessons in core subjects should be 60 - 80%.

10.10. Training in 1st grade is carried out in compliance with the following additional requirements:

Training sessions are conducted over a 5-day school week and only during the first shift;

Using a “stepped” teaching mode in the first half of the year (in September, October - 3 lessons per day of 35 minutes each, in November - December - 4 lessons of 35 minutes each; January - May - 4 lessons of 45 minutes each) ;

For those attending an extended day group, it is necessary to organize daytime sleep (at least 1 hour), 3 meals a day and walks;

Training is conducted without scoring students' knowledge and homework;

Additional week-long holidays in the middle of the third quarter in the traditional mode of education.

10.11. To prevent overwork and maintain an optimal level of performance during the week, students should have a light school day on Thursday or Friday.

10.12. The duration of breaks between lessons is at least 10 minutes, long breaks (after the 2nd or 3rd lessons) - 20 - 30 minutes. Instead of one big break, it is allowed after the 2nd and 3rd lessons to have two breaks of 20 minutes each.

It is recommended to organize recess outdoors. For this purpose, when conducting a daily dynamic break, it is recommended to increase the duration of the long break to 45 minutes, of which at least 30 minutes are allocated for organizing motor-active activities of students on the institution’s sports ground, in the gym or in recreation.

10.13. The break between shifts should be at least 30 minutes for wet cleaning of the premises and their ventilation; in case of an unfavorable epidemiological situation for disinfection treatment, the break is increased to 60 minutes.

10.14. The use of innovative educational programs and technologies, class schedules, and training modes in the educational process is possible in the absence of their adverse impact on the functional state and health of students.

10.15. In small-scale rural educational institutions, depending on the specific conditions, the number of students, and their age characteristics, it is allowed to form classes-sets of students at the first stage of education. In this case, it is optimal to train students separately of different ages I stage of education.

When combining students of the first stage of education into a set class, it is optimal to create it from two classes: 1 and 3 classes (1 + 3), 2 and 3 classes (2 + 3), 2 and 4 classes (2 + 4). To prevent student fatigue, it is necessary to reduce the duration of combined (especially 4th and 5th) lessons by 5 - 10 minutes. (except for physical education lesson). The occupancy rate of class sets must correspond to Table 4.

10.16. In compensatory training classes, the number of students should not exceed 20 people. The duration of lessons should not exceed 40 minutes. Corrective and developmental classes are included in the maximum permissible weekly load established for a student of each age.

Regardless of the length of the school week, the number of lessons per day should not be more than 5 in primary grades (except first grade) and more than 6 lessons in grades 5-11.

To prevent overwork and maintain an optimal level of performance, a light school day is organized - Thursday or Friday.

To facilitate and shorten the period of adaptation to the educational process, students in compensatory classes should be provided with medical and psychological assistance provided by educational psychologists, pediatricians, speech therapists, and other specially trained teaching staff, as well as with the use of information and communication technologies and visual aids.

10.17. In order to prevent fatigue, impaired posture and vision of students, physical education and eye exercises should be carried out during lessons (Appendix 4 and Appendix 5 of these sanitary rules).

10.18. It is necessary to alternate different types during the lesson. educational activities(except for tests). Average continuous duration various types educational activities of students (reading from paper, writing, listening, questioning, etc.) in grades 1 - 4 should not exceed 7 - 10 minutes, in grades 5 - 11 - 10 - 15 minutes. The distance from the eyes to a notebook or book should be at least 25 - 35 cm for students in grades 1 - 4 and at least 30 - 45 cm for students in grades 5 - 11.

The duration of continuous use of technical teaching aids in the educational process is established according to Table 5.

After using technical teaching aids related to visual load, it is necessary to carry out a set of exercises to prevent eye fatigue (Appendix 5), and at the end of the lesson - physical exercises to prevent general fatigue (Appendix 4).

10.19. The mode of training and organization of work in classrooms using computer technology must comply with the hygienic requirements for personal electronic computers and the organization of work on them.

10.20. To satisfy the biological need for movement, regardless of the age of students, it is recommended to conduct at least 3 physical education lessons per week, provided for in the amount of the maximum permissible weekly load. It is not allowed to replace physical education lessons with other subjects.

10.21. To increase the motor activity of students, it is recommended to include subjects of a motor-active nature (choreography, rhythm, modern and ballroom dancing, training in traditional and national sports games) in the curricula for students.

10.22. In addition to physical education lessons, the physical activity of students in the educational process can be ensured through:

Organized outdoor games during breaks;

Sports hour for children attending an extended day group;

Extracurricular sports activities and competitions, school-wide sports events, health days;

Independent physical education classes in sections and clubs.

10.23. Sports loads in physical education classes, competitions, extracurricular activities sports profile when conducting a dynamic or sports hour must correspond to the age, health and physical fitness of students, as well as weather conditions (if they are organized outdoors).

The distribution of students into basic, preparatory and special groups for participation in physical education, recreation and sports events is carried out by a doctor, taking into account their state of health (or based on certificates of their health). Students of the main physical education group are allowed to participate in all physical education and recreational activities in accordance with their age. For students in preparatory and special groups, physical education and recreational work should be carried out taking into account the doctor’s opinion.

Students assigned to preparatory and special groups due to health reasons are engaged in physical education with reduced physical activity.

It is advisable to conduct physical education lessons outdoors. The possibility of conducting physical education classes in the open air, as well as outdoor games, is determined by a set of indicators of weather conditions (temperature, relative humidity and air speed) by climatic zone (Appendix 7).

On rainy, windy and frosty days, physical education classes are held in the hall.

10.24. The motor density of physical education classes should be at least 70%.

Students are allowed to test physical fitness, participate in competitions and hiking trips with the permission of a medical professional. His presence at sports competitions and swimming pool classes is mandatory.

10.25. In labor classes provided for educational program, you should alternate between tasks of different nature. You should not perform one type of activity during the entire period of independent work in a lesson.

10.26. Students perform all work in workshops and home economics classrooms in special clothing (robe, apron, beret, headscarf). When performing work that poses a risk of eye damage, safety glasses should be used.

10.27. When organizing internships and socially useful work for students, provided for in the educational program, associated with heavy physical activity (carrying and moving heavy objects), it is necessary to be guided by sanitary and epidemiological requirements for the safety of working conditions for workers under 18 years of age.

It is not allowed to involve students in work with harmful or dangerous working conditions, during which the use of labor is prohibited, by persons under 18 years of age, as well as in cleaning sanitary facilities and common areas, washing windows and lamps, removing snow from roofs and other similar work.

For carrying out agricultural work (practices) in regions of the II climatic zone, the first half of the day should be allocated, and in the regions of the III climatic zone - the second half of the day (16 - 17 hours) and hours with the least insolation. Agricultural equipment used for work must correspond to the height and age of the students. The permissible duration of work for students aged 12 - 13 years is 2 hours; for teenagers 14 years and older - 3 hours. Every 45 minutes of work, it is necessary to arrange regulated 15-minute rest breaks. Work on sites and premises treated with pesticides and agrochemicals is permitted within the time limits established by the State Catalog of Pesticides and Agrochemicals.

10.28. When organizing extended day groups, you must be guided by the recommendations set out in Appendix 6 of these sanitary rules.

10.29. Club work in extended day groups must take into account the age characteristics of students, ensure a balance between motor-active and static activities, and is organized in accordance with sanitary and epidemiological requirements for institutions of additional education for children.

10.30. The amount of homework (in all subjects) should be such that the time required to complete it does not exceed (in astronomical hours): in grades 2 - 3 - 1.5 hours, in grades 4 - 5 - 2 hours, in grades 6 - 8 grades - 2.5 hours, in grades 9 - 11 - up to 3.5 hours.

10.31. When conducting final certification, more than one exam per day is not allowed. The break between examinations must be at least 2 days. If the exam lasts 4 hours or more, it is necessary to organize meals for students.

10.32. The weight of a daily set of textbooks and writing materials should not exceed: for students of 1st - 2nd grades - more than 1.5 kg, 3rd - 4th grades - more than 2 kg; 5 - 6 - more than 2.5 kg, 7 - 8 - more than 3.5 kg, 9 - 11 - more than 4.0 kg.

10.33. In order to prevent poor posture in students, it is recommended that primary school students have two sets of textbooks: one for use in lessons in a general education institution, the second for preparing homework.

XI. Requirements for organizing medical care for students and undergoing medical examinations by employees of educational institutions

11.1. All educational institutions must provide medical care for students.

11.2. Medical examinations of students in general education institutions and pupils of preschool education units should be organized and carried out in the manner established by the federal executive body in the field of health care.

11.3. Students are allowed to attend classes in a general education institution after suffering from an illness only if they have a certificate from a pediatrician.

11.4. In all types of educational institutions, work is organized to prevent infectious and non-infectious diseases.

11.5. In order to detect head lice, medical personnel must conduct examinations of children at least 4 times a year after each holiday and monthly selectively (four to five classes). Inspections (of the scalp and clothing) are carried out in a well-lit room using a magnifying glass and fine combs. After each inspection, the comb is doused with boiling water or wiped with 70 alcohol solution.

11.6. If scabies and pediculosis are detected, students are suspended from visiting the institution for the duration of treatment. They can be admitted to a general educational institution only after completing the entire range of treatment and preventive measures, confirmed by a doctor’s certificate.

The issue of preventive treatment of persons who have been in contact with a person with scabies is decided by the doctor, taking into account the epidemiological situation. Those who were in close household contact, as well as entire groups, classes where several cases of scabies have been registered, or where new patients are identified in the process of monitoring the outbreak, are involved in this treatment. In organized groups where preventive treatment of contact persons was not carried out, examination of the skin of students is carried out three times with an interval of 10 days.

If scabies is detected in an institution, ongoing disinfection is carried out in accordance with the requirements of the territorial body that carries out state sanitary and epidemiological supervision.

11.7. In the classroom journal, it is recommended to draw up a health sheet, in which for each student information is entered on anthropometric data, health group, physical education group, health status, recommended size of educational furniture, as well as medical recommendations.

11.8. All employees of educational institutions undergo preliminary and periodic medical examinations and must be vaccinated in accordance with the national calendar of preventive vaccinations. Each employee of a general education institution must have a personal medical record book of the established form.

Employees who refuse to undergo medical examinations are not allowed to work.

11.9. When employed, teaching staff of general education institutions undergo professional hygienic training and certification.

XII. Requirements for sanitary maintenance of territory and premises

12.1. The territory of the educational institution must be kept clean. The area is cleaned daily before students enter the site. In hot, dry weather, it is recommended to water the surfaces of the playgrounds and grass 20 minutes before the start of walks and sports activities. In winter, clear areas and walkways from snow and ice.

Garbage is collected in garbage containers, which must be tightly closed with lids, and when 2/3 of their volume is full, they are transported to solid waste landfills in accordance with the contract for the removal of household waste. After emptying, containers (garbage containers) must be cleaned and treated with disinfection (disinfestation) agents permitted in accordance with the established procedure. It is not allowed to burn waste on the territory of a general education institution, including in garbage bins.

12.2. Every year (in spring) decorative pruning of bushes, cutting down of young shoots, dry and low branches is carried out. If there are tall trees directly in front of the windows of the educational premises, covering the light openings and reducing the values ​​of natural illumination below the normalized values, measures are taken to cut them down or trim their branches.

12.3. All premises of educational institutions are subject to daily wet cleaning using detergents.

Toilets, dining rooms, lobbies, and recreation areas are subject to wet cleaning after each break.

Cleaning of educational and auxiliary premises is carried out after the end of lessons, in the absence of students, with windows or transoms open. If a general education institution operates in two shifts, cleaning is carried out at the end of each shift: floors are washed, places where dust accumulates are wiped (window sills, radiators, etc.).

The premises of a boarding school at a general education institution are cleaned at least once a day.

To carry out cleaning and disinfection in a general educational institution and a boarding school at a general educational institution, use detergents and disinfectants that are approved in accordance with the established procedure for use in children's institutions, following the instructions for their use.

Disinfectant solutions for cleaning floors are prepared before direct use in restrooms in the absence of students.

12.4. Disinfectants and detergents are stored in the manufacturer’s packaging, in accordance with the instructions and in places inaccessible to students.

12.5. In order to prevent the spread of infection in the event of an unfavorable epidemiological situation, additional anti-epidemic measures are carried out in educational institutions according to the instructions of the authorities authorized to carry out state sanitary and epidemiological surveillance.

12.6. At least once a month, general cleaning is carried out in all types of premises of a general education institution and boarding school at a general education institution.

General cleaning by technical personnel (without involving the labor of students) is carried out using approved detergents and disinfectants.

Exhaust ventilation grilles are cleaned of dust monthly.

12.7. In the sleeping quarters of a general educational institution and a boarding school at a general educational institution, bedding (mattresses, pillows, blankets) should be ventilated directly in the bedrooms with the windows open during each general cleaning. Bed linen and towels are changed when dirty, but at least once a week.

Before the start of the school year, bedding is treated in a disinfection chamber.

In toilet areas, soap, toilet paper and towels must be available at all times.

12.8. Daily cleaning of toilets, showers, buffets, and medical premises is carried out using disinfectants, regardless of the epidemiological situation. Sanitary equipment must be disinfected daily. Handles of flush tanks and door handles are washed with warm water and soap. Sinks, toilets, toilet seats are cleaned with brushes or brushes, cleaning agents and disinfectants permitted in accordance with the established procedure.

12.9. In a medical office, in addition to disinfecting the room and furnishings, it is necessary to disinfect medical instruments in accordance with the instructions for disinfection, pre-sterilization cleaning and sterilization of medical products.

Preference should be given to sterile disposable medical devices.

12.10. When medical waste is generated, which, according to the degree of epidemiological danger, is classified as potentially hazardous waste, it is neutralized and disposed of in accordance with the rules for the collection, storage, processing, neutralization and disposal of all types of waste from medical institutions.

12.11. Cleaning equipment for cleaning premises must be labeled and assigned to specific premises.

Cleaning equipment for cleaning sanitary facilities (buckets, basins, mops, rags) must have a signal marking (red), be used for its intended purpose and stored separately from other cleaning equipment.

12.12. At the end of cleaning, all cleaning equipment is washed with detergents, rinsed with running water and dried. Cleaning equipment is stored in a place designated for this purpose.

12.13. Sanitary maintenance of premises and disinfection measures in preschool education departments are carried out in accordance with sanitary and epidemiological requirements for the design, maintenance and organization of the operating mode of preschool organizations.

12.14. The sanitary condition of catering facilities should be maintained taking into account the sanitary and epidemiological requirements for the organization of meals for students in educational institutions. If there is a swimming pool, cleaning and disinfection of premises and equipment is carried out in accordance with sanitary rules for swimming pools.

12.15. Sports equipment must be cleaned daily with detergents.

Sports equipment placed in the hall is wiped with a damp cloth, metal parts with a dry cloth at the end of each training shift. After each lesson, the gym is ventilated for at least 10 minutes. The sports carpet is cleaned daily using a vacuum cleaner, and wet cleaned at least 3 times a month using a washing vacuum cleaner. Sports mats are wiped daily with a soap and soda solution.

12.16. If there are carpets and carpets (in the premises of a primary school, after-school groups, boarding school), they are cleaned with a vacuum cleaner on a daily basis, and also dried and beaten out in the fresh air once a year.

12.17. When synanthropic insects and rodents appear in an institution on the territory of a general educational institution and in all premises, it is necessary to carry out disinsection and deratization by specialized organizations in accordance with regulatory and methodological documents.

In order to prevent the breeding of flies and destroy them during the development phase, once every 5-10 days, outhouse toilets are treated with approved disinfectants in accordance with regulatory and methodological documents for the control of flies.

XIII. Requirements for compliance with sanitary rules

13.1. The head of a general education institution is the responsible person for the organization and complete implementation of these sanitary rules, including ensuring:

Availability of these sanitary rules in the institution and communication of their content to the employees of the institution;

Compliance with the requirements of sanitary rules by all employees of the institution;

Necessary conditions for compliance with sanitary rules;

Hiring persons who have health clearance and have undergone professional hygienic training and certification;

Availability of medical records for each employee and timely completion of periodic medical examinations;

Organization of disinfection, disinfestation and deratization activities;

Availability of first aid kits and their timely replenishment.

13.2. Medical staff of educational institutions carry out daily monitoring of compliance with the requirements of sanitary rules.

* Decree of the Government of the Russian Federation dated March 31, 2009 N 277 “On approval of the Regulations on licensing of educational activities.”

Appendix 1 to SanPiN 2.4.2.2821-10

In order to form correct posture and maintain health, it is necessary to educate and form the correct working posture of students at a school desk from the first days of schooling in a general education institution. To do this, it is necessary to devote a special lesson in the first grades.

To form correct posture, it is necessary to provide a workplace for the student with furniture in accordance with his height; teach him to maintain the correct working posture during training sessions, which is the least tiring: sit deeply in a chair, hold his body and head straight; legs should be bent at the hip and knee joints, feet resting on the floor, forearms resting freely on the table.

When placing a student at a desk, the chair is moved under the table so that when leaning on the back, his palm is placed between the chest and the table.

For rational selection of furniture in order to prevent disorders of the musculoskeletal system, it is recommended to equip all classrooms and classrooms with height rulers.

The teacher explains to students how to hold their head, shoulders, arms, and emphasizes that they should not lean their chest on the edge of the desk (table); the distance from the eyes to the book or notebook should be equal to the length of the forearm from the elbow to the end of the fingers. The hands lie freely, not pressed against the table, the right hand and the fingers of the left rest on the notebook. Both legs rest with their entire feet on the floor.

When mastering writing skills, the student leans on the back of the desk (chair) with his lower back; when the teacher explains, he sits more freely, leaning on the back of the desk (chair) not only with the sacro-lumbar part of the back, but also with the subscapular part of the back. After explaining and demonstrating the correct sitting position at a desk, the teacher asks the students of the whole class to sit correctly and, going around the class, corrects them if necessary.

The table “Sit Correctly When Writing” should be placed in the classroom so that students always have it before their eyes. At the same time, students need to be shown tables demonstrating defects in posture that arise as a result of incorrect seating. The development of a certain skill is achieved not only by explanation, supported by demonstration, but also by systematic repetition. To develop the skill of correct posture, the teacher must daily monitor the correct posture of students during classes.

The role of the teacher in instilling correct posture in students is especially important during the first three to four years of study in a general education institution, when they develop this skill, as well as in subsequent years of study.

The teacher, in collaboration with parents, can give recommendations on choosing a backpack for textbooks and school supplies: the weight of the backpack without textbooks for students in grades 1 - 4 should be no more than 700 g. In this case, the backpack should have wide straps (4 - 4.5 cm) and sufficient dimensional stability to ensure a tight fit to the student’s back and uniform weight distribution. The material for making backpacks should be light, durable, with a water-repellent coating, easy to clean.

Appendix 4 to SanPiN 2.4.2.2821-10

physical education minutes (FM)

Training sessions that combine mental, static, and dynamic loads on individual organs and systems and on the entire body as a whole require physical education minutes (hereinafter referred to as FM) during lessons to relieve local fatigue and FM of the general impact.

FM to improve cerebral circulation:

2. I.p. - sitting, hands on the belt. 1 - turn the head to the right, 2 - i.p., 3 - turn the head to the left, 4 - i.p. Repeat 6 - 8 times. The pace is slow.

3. I.p. - standing or sitting, hands on the belt. 1 - swing your left arm over your right shoulder, turn your head to the left. 2 - IP, 3 - 4 - the same with the right hand. Repeat 4 - 6 times. The pace is slow.

FM to relieve fatigue from the shoulder girdle and arms:

1. I.p. - standing or sitting, hands on the belt. 1 - right hand forward, left up. 2 - change hand positions. Repeat 3-4 times, then relax down and shake your hands, tilt your head forward. The pace is average.

2. I.p. - standing or sitting, with the back of your hands on your belt. 1 - 2 - bring your elbows forward, tilt your head forward, 3 - 4 - elbows back, bend over. Repeat 6 - 8 times, then arms down and shake relaxed. The pace is slow.

3. I.p. - sitting, hands up. 1 - clench your hands into a fist, 2 - unclench your hands. Repeat 6-8 times, then relax your arms down and shake your hands. The pace is average.

FM to relieve fatigue from the torso:

1. I.p. - stand with your legs apart, hands behind your head. 1 - sharply turn the pelvis to the right. 2 - sharply turn the pelvis to the left. During turns, leave the shoulder girdle motionless. Repeat 6 - 8 times. The pace is average.

2. I.p. - stand with your legs apart, hands behind your head. 1 - 5 - circular movements of the pelvis in one direction, 4 - 6 - the same in the other direction, 7 - 8 - arms down and shake your hands in a relaxed manner. Repeat 4 - 6 times. The pace is average.

3. I.p. - stand with legs apart. 1 - 2 - bend forward, the right hand slides down along the leg, the left hand, bending, moves up along the body, 3 - 4 - IP, 5 - 8 - the same in the other direction. Repeat 6 - 8 times. The pace is average.

General impact FM consists of exercises for different muscle groups, taking into account their tension during activity.

A set of FM exercises for students of the first stage of education in lessons with elements of writing:

1. Exercises to improve cerebral circulation. I.p. - sitting, hands on the belt. 1 - turn the head to the right, 2 - i.p., 3 - turn the head to the left, 4 - i.p., 5 - smoothly tilt the head back, 6 - i.p., 7 - tilt the head forward. Repeat 4 - 6 times. The pace is slow.

2. Exercises to relieve fatigue from the small muscles of the hand. I.p. - sitting, arms raised up. 1 - clench your hands into a fist, 2 - unclench your hands. Repeat 6-8 times, then relax your arms down and shake your hands. The pace is average.

3. Exercise to relieve fatigue from the muscles of the torso. I.p. - stand with your legs apart, hands behind your head. 1 - sharply turn the pelvis to the right. 2 - sharply turn the pelvis to the left. During turns, leave the shoulder girdle motionless. Repeat 4 - 6 times. The pace is average.

4. Exercise to mobilize attention. I.p. - standing, arms along the body. 1 - right hand on the belt, 2 - left hand on the belt, 3 - right hand on the shoulder, 4 - left hand on the shoulder, 5 - right hand up, 6 - left hand up, 7 - 8 - clapping hands above the head, 9 - lower your left hand on your shoulder, 10 - right hand on your shoulder, 11 - left hand on your belt, 12 - right hand on your belt, 13 - 14 - clap your hands on your hips. Repeat 4 - 6 times. Tempo - 1 time slow, 2 - 3 times - medium, 4 - 5 - fast, 6 - slow.

Appendix 5 to SanPiN 2.4.2.2821-10

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, the slow movements of the index finger of your outstretched hand to the left and right, up and down. Repeat 4 - 5 times.

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

5. At an average pace, make 3-4 circular movements with your eyes to the right side, and the same amount to the left side. Having relaxed your eye muscles, look into the distance while counting 1 - 6. Repeat 1 - 2 times.

Appendix 6 to SanPiN 2.4.2.2821-10

after-school groups

General provisions.

It is recommended that extended day groups be composed of students from the same class or parallel classes. The stay of students in an extended day group simultaneously with the educational process can cover the period of time students stay in a general education institution from 8.00 - 8.30 to 18.00 - 19.00.

It is advisable to place the premises of extended day groups for students in grades I - VIII within the appropriate educational sections, including recreation.

It is recommended that students in the first grades of the extended day group be allocated sleeping quarters and playrooms. If there are no special rooms in a general education institution for organizing sleep and games, universal rooms can be used that combine a bedroom and a playroom, equipped with built-in furniture: wardrobes, single-tier beds.

For students in grades II-VIII, depending on specific capabilities, it is recommended to allocate assigned premises for organizing play activities, club work, classes at the request of students, and daytime sleep for the weakened.

Daily regime.

To ensure the maximum possible health impact and maintain the performance of students attending extended day groups, it is necessary to rationally organize the daily routine, starting from the moment they arrive at a general education institution, and to carry out extensive physical education and health activities.

The best combination of activities for students in extended day groups is their physical activity in the air before the start of self-preparation (walking, outdoor and sports games, socially useful work on the site of a general education institution, if it is provided for in the educational program), and after self-preparation - participation in emotional activities. character (classes in clubs, games, attending entertainment events, preparing and holding amateur concerts, quizzes and other events).

The daily routine must necessarily include: meals, walks, naps for 1st grade students and weakened 2nd - 3rd grade students, self-training, socially useful work, circle work and widespread physical education and recreational activities.

Outdoor recreation.

After the end of classes in a general education institution, in order to restore students’ working capacity before doing homework, a rest period of at least 2 hours is organized. The bulk of this time is spent outdoors. It is advisable to include walks:

Before lunch, lasting at least 1 hour, after finishing school classes;

Before self-preparation for an hour.

It is recommended to accompany walks with sports, outdoor games and physical exercises. In winter, it is useful to organize skating and skiing classes 2 times a week. During the warm season, it is recommended to organize athletics, volleyball, basketball, tennis and other outdoor sports. It is also recommended to use the swimming pool for swimming and water sports.

Students assigned to a special medical group or who have suffered acute illnesses perform exercises that are not associated with significant load during sports and outdoor games.

Students' clothing during outdoor classes should protect them from hypothermia and overheating and not restrict movement.

In bad weather, outdoor games can be moved to well-ventilated areas.

A place for outdoor recreation and sports hour can be a school site or specially equipped playgrounds. In addition, adjacent squares, parks, forests, and stadiums can be used for these purposes.

Organization of daytime sleep for first-graders and weakened children.

Sleep relieves fatigue and excitement in children who are in a large group for a long time, and increases their performance. The duration of daytime sleep should be at least 1 hour.

To organize daytime sleep, either special sleeping or universal premises with an area of ​​​​4.0 m2 per student, equipped with teenage (size 1600 x 700 mm) or built-in single-tier beds, should be allocated.

When arranging beds, it is necessary to maintain the distance between: the long sides of the bed - 50 cm; headboards - 30 cm; bed and outer wall - 60 cm, and for the northern regions of the country - 100 cm.

Each student must be assigned a specific sleeping place with a change of bed linen when soiled, but at least once every 10 days.

Preparing homework.

When students do homework (self-study), the following recommendations should be followed:

Preparation of lessons should be carried out in a designated classroom, equipped with furniture appropriate to the height of the students;

Start self-preparation at 15-16 hours, since by this time there is a physiological increase in performance;

Limit the duration of homework so that the time spent on completion does not exceed (in astronomical hours): in grades 2 - 3 - 1.5 hours, in grades 4 - 5 - 2 hours, in grades 6 - 8 - 2.5 hours, in grades 9 - 11 - up to 3.5 hours;

Provide, at the discretion of students, the order of completion of homework, while recommending starting with a subject of average difficulty for a given student;

Provide students with the opportunity to take arbitrary breaks upon completion of a certain stage of work;

Carry out “physical education minutes” lasting 1-2 minutes;

Provide students who have completed their homework before the rest of the group with the opportunity to begin activities of interest (in the playroom, library, reading room).

Extracurricular activities.

Extracurricular activities are carried out in the form of excursions, clubs, sections, Olympiads, competitions, etc.

The duration of classes depends on age and type of activity. The duration of activities such as reading, music lessons, drawing, modeling, needlework, quiet games should be no more than 50 minutes a day for students in grades 1-2, and no more than one and a half hours a day for other grades. In music classes, it is recommended to use elements of rhythm and choreography more widely. Watching TV shows and movies should not be done more than twice a week, with viewing duration limited to 1 hour for students in grades 1-3 and 1.5 for students in grades 4-8.

It is recommended to use general school premises for organizing various types of extracurricular activities: reading, assembly and sports halls, a library, as well as premises of nearby cultural centers, children's leisure centers, sports facilities, stadiums.

Nutrition.

Properly organized and rational nutrition is the most important health factor. When organizing an extended day in a general education institution, three meals a day must be provided for students: breakfast - at the second or third break during school hours; lunch - during extended day stay at 13-14 hours, afternoon snack - at 16-17 hours.

With changes and additions from:

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

Therefore, in the lesson schedule for students of primary general education, basic subjects should be taught in 2-3 lessons, and for students of basic general and secondary general education - in 2, 3, 4 lessons.

The mental performance of students is not the same on different days of the school week. Its level increases towards the middle of the week and remains low at the beginning (Monday) and at the end (Friday) of the week.

Therefore, the distribution of the teaching load during the week is structured in such a way that its largest volume falls on Tuesday and (or) Wednesday. On these days, the lesson schedule includes subjects that correspond to the highest score on the difficulty scale (Table 1, , of this appendix) or with an average score and the lowest score on the difficulty scale, but in greater quantities than on other days of the week. Presentation of new material, test papers should be carried out in 2 - 4 lessons in the middle of the school week.

Subjects that require a lot of time to prepare at home should not be grouped together on the same day.

When drawing up a lesson schedule for primary, middle and high school students, you must use tables 1-3, in which the difficulty of each academic subject is ranked in points.

With a correctly drawn up lesson schedule, the highest number of points per day based on the sum of all subjects should fall on Tuesday and (or) Wednesday.

Table 1

Scale of difficulty of objects for grades 1 - 4

General subjects
Mathematics
Russian (national, foreign language)
Natural history, computer science
Russian (national) literature
History (4 classes)
Drawing and music
Physical Culture

table 2

Scale of difficulty of academic subjects studied in grades 5 - 9

General subjects	Number of points (difficulty rank)
Geometry
Economy
Drawing
World artistic culture (WAC)
Biology
Mathematics
Foreign language
Russian language
Local history
Natural history
Geography
Civics
Literature
Physical Culture
Ecology
Computer science

Table 3

Scale of difficulty of academic subjects studied in grades 10 - 11

General subjects	Number of points (difficulty rank)
Geometry,
Russian language
Literature, Foreign language
Biology
Computer science, Economy
Social science,			Appendix 4. >> Recommended set of exercises for physical education minutes
	Content Resolution of the Chief State Sanitary Doctor of the Russian Federation dated December 29, 2010 N 189 "On approval of SanPiN 2.4.2.2821-10...

Since the beginning of the school year, the Office of Rospotrebnadzor in the Tomsk Region has received many questions from parents about the organization of the educational process and the distribution of the teaching load of students in schools.

Hygienic requirements for the regime of the educational process in schools are regulated by sanitary and epidemiological rules and regulations SanPiN 2.4.2.2821-10 “Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions.”

The number of hours allocated for classroom and extracurricular activities should not collectively exceed the maximum weekly educational load.

	Classes
		2-4kl.				8-9 grades	10-11 grades
with a 6-day week, no more
with a 5-day week, no more

In institutions with in-depth study of individual subjects, lyceums and gymnasiums, training is carried out only in the first shift. In institutions operating in two shifts, training of 1st, 5th, final 9th ​​and 11th grades and compensatory education classes should be organized in the first shift.

The maximum permissible load during the day is:

For 1st grade students - should not exceed 4 lessons and 1 day per week - no more than 5 lessons, due to a physical education lesson;

For students in grades 2 - 4 - no more than 5 lessons and once a week 6 lessons due to a physical education lesson with a 6-day school week;

For students in grades 5 - 6 - no more than 6 lessons;

For students in grades 7 - 11 - no more than 7 lessons.

Modern scientific research has established that the biorhythmological optimum of mental performance in school-age children falls within an interval of 10-12 hours. During these hours, the greatest efficiency of assimilation of material is observed at the lowest psychophysiological costs for the body. Therefore, for students in grade 1, the most difficult subjects must be taught in lesson 2; 2-4 grades - 2-3 lessons; for students in grades 5-11 - in lessons 2-4.

The mental performance of students is not the same on different days of the school week. Its level increases towards the middle of the week and remains low at the beginning (Monday) and at the end (Friday) of the week. Therefore, the distribution of the teaching load during the week is structured in such a way that its largest volume falls on Tuesday and (or) Wednesday.

The duration of a lesson (academic hour) in all classes should not exceed 45 minutes, with the exception of 1st grade. Training of “first-graders” is carried out in compliance with the following additional requirements:

Training sessions are conducted over a 5-day school week and only during the first shift;

Using a “stepped” teaching mode in the first half of the year (in September, October - 3 lessons per day of 35 minutes each, in November-December - 4 lessons of 35 minutes each; January - May - 4 lessons of 45 minutes each) ;

Training is conducted without scoring students' knowledge and homework;

Additional week-long holidays in the middle of the third quarter in the traditional mode of education.

The duration of breaks between lessons is at least 10 minutes; to organize meals for children, after lessons 2 and 3, two breaks of 20 minutes each are established.

To satisfy the biological need for movement, regardless of the age of students, it is recommended to conduct at least 3 physical education lessons per week. It is recommended that physical education classes be included among the last lessons; after physical education lessons, lessons with written assignments and tests are not held.

Krivtsova Zoya and Popova Ira

We decided to find out whether the study load affects the health of students in our school.

Project hypothesis: there is a direct connection between the academic load and the health of schoolchildren.

Project goal: to find out the impact of study load on the health of schoolchildren

Working on a topic that is relevant and interesting to us, we have identified a number of tasks:
1. To study the health status of schoolchildren of the Municipal Educational Institution “Secondary School of Srednekolymsk”.
2. To study deviations in the health status of schoolchildren.
3. Investigate the causes of health problems in schoolchildren by determining anxiety and academic load.
4. Develop recommendations for school administration to preserve the health of students.

The following methods were used in the work:
 Theoretical: work with literary sources (books, magazines, newspaper articles, Internet resources).
 Research: work with medical records, school schedules, student surveys.
 Creative: developing recommendations

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Preview:

Municipal educational institution "Secondary school of Srednekolymsk"

Project on:

COMPLETED: Zoya Krivtsova 8 “B” grade

Popova Ira 8 "B" class

HEAD: Vinokurova Maria Ilyinichna

Biology teacher

Srednekolymsk

year 2009.

Introduction. 3 pages

1. The problem of human health 5 pages.

2. Schoolchildren’s health

2.1. Theoretical analysis of the problem

Health of school students. 8 pages

2.2. Health and general morbidity analysis

Schoolchildren in our school. 9 pages

3.1. Research on student anxiety 14 p.

3.2. Analysis of the schedule according to the complexity scale 17 pages.

Conclusion 20 pages

Literature. 22 pp.

Introduction

IN modern conditions The problems of preserving the health of the Russian population have become sharply visible. The health status of schoolchildren is of particular concern. It is at this age that the reproductive, intellectual, labor and military potential of countries is formed. Data from numerous studies indicate unfavorable dynamics of the main indicators of children’s health as they go to school

The influence of school on the formation of students’ health is long-term and continuous, since in an educational institution children and adolescents spend at least 1/3 of the day performing intense mental work in certain environmental and hygienic conditions. The health problem is particularly acute in the Far North with extreme conditions existence, which includes the city of Srednekolymsk.

We decided to find out whether the study load affects the health of students in our school.

Project hypothesis:There is a direct connection between academic workload and the health of schoolchildren.

Objective of the project: find out the impact of study load on the health of schoolchildren

Working on a topic that is relevant and interesting to us, we have identified a number of tasks:

1. To study the health status of schoolchildren of the municipal educational institution "Secondary School of Srednekolymsk".
2. To study deviations in the health status of schoolchildren.
3. To investigate the causes of health problems in schoolchildren by determining anxiety and academic load.
4. Develop recommendations for school administration to preserve the health of students.

The following methods were used in the work:

1. Theoretical: work with literary sources (books, magazines, newspaper articles, Internet resources).
2. Research: working with medical records, school schedules, student surveys.
3. Creative: developing recommendations

1. Human health problem

“Health is not everything, but everything without health is nothing.” /Socrates/

Schopenhauer once said that “A healthy beggar is richer than a king.” Health is a value, a gold reserve, a precious reserve of life that determines all other properties of life.

There is one amazing state in Human life: when “it” is there, they don’t feel it; as soon as “him” is lost, “pain” appears: evil, insidious, unbearable. Pain is a signal of trouble in our body. This amazing property is human health, about which Socrates said long ago: “Health is not everything, but everything without health is nothing.” If there is health, a person is happy, lives and works peacefully, studies, plays football or volleyball, and goes on a date. A healthy person is reliable and able to work, he always “can”, he always “wants”, he happily lives himself and helps others live well. Without health you cannot live, you cannot love, you cannot be beautiful and charming.

Man is a child of the Earth and Space. People are children of Heaven, children of the Sun. But earthlings, first of all, are children of planet Earth. We are the children of our Motherland, the Fatherland, we are the children of our Mother and our Father, our family. The happiness of each of us is health in the family, and happy people are those who happily go to school and work.

To be Healthy, a person must live in a Health-preserving Country. Since 1992, Russia has become a depopulating country, the mortality rate of the population is more than 2 times higher than the birth rate, there is a sharp aging of the population, psychophysical pathology, spiritual burnout are increasing, chronic mental fatigue and depression are noted in all groups of the population. The situation in many families, schools, and institutions is comparable to a level of high stress.

To turn Russia into a Health Preserving Country, it is necessary to solve the following problems:

1. To be Healthy, a person must live in a Health-preserving ecological environment. Russia today is a country with soil contaminated with pesticides, a poisoned atmosphere in cities, and drinking water of poor quality; environmental pollution has led to immune tension and immune deficiency, which has led to an increase in infectious diseases.
2. To be Healthy, a person must live in a healthy city. City dwellers spend 80% of their daily time indoors. A city is a special environment defined by the concentration of people, concrete, energy, chemicals, and pesticides. The city is a concentration of noise, information flows, culture and anticulture, television / overload for the nervous system / pathogenic factor.

Today, the Government of the Russian Federation has consolidated its position on health in the law of the national project “Health,” which will stop the deterioration of the health of the Russian population by 2008 and by 2015 reach the level of corresponding indicators in Eastern European countries.

Chairman of the Accounts Chamber of the Russian Federation Sergei Stepashin emphasized that by this time the efficiency of public health care management will be increased, the formation of a medical personnel training system will be completed, and the development and strengthening of the material and technical base of treatment and preventive institutions will be ensured. In the meantime, according to him, the level of domestic healthcare is not high enough.

Factors influencing human health are: genetic, environmental, social, psychological, medical and cultural. Their relationship is shown in Diagram 1.

A person is not born healthy: we are born only potentially capable of being healthy. Family and school should give knowledge about health and its preservation to every child.

2. Schoolchildren’s health

2.1. Theoretical analysis of the health problem of school students

In accordance with the Law of the Russian Federation “On Education”, human health is classified as a priority area public policy in the field of education. And it is even more important that according to the Ministry of Health and Medical Industry and the State Epidemiological Surveillance Committee of Russia, only 14% of children are practically healthy; 50% have functional impairments; 35-40% are chronic diseases.

Many schoolchildren experience disharmonious physical development, body weight deficiency, decreased muscle strength, lung capacity, etc., which creates problems with the general performance of the younger generation.

About 7.5 million children in Russia suffer from neuropsychiatric diseases. The majority of these children are educated in regular classes.

The state of health directly affects the development of personality. There is, apparently, no great need to prove how great the cost of the nation's health is for its well-being and prosperity.

This state of health is formed to a large extent in childhood, including at school.

As medical statistics and analysis of recent diagnostic studies inform us, the health of students is deteriorating, despite the efforts of the school administration and the entire teaching staff, making us speak with alarm about the problem of health and its impact on the success of education and the state of development of children.

2.2. Health and analysis of the general morbidity of schoolchildren in our school

How is it going, things are in the most important direction school life We will consider the children of our school in the data in Table No. 1.

TABLE 1.

Indicators of student illnesses in the municipal educational institution "Secondary school in Srednekolymsk" (according to medical examination data in 2008)

No.	DISEASE	Number of persons	% ratio of total
	Vision		27,8
	Poor posture
	ENT diseases
	Nervous system
	Respiratory system
	The cardiovascular system
	Allergic diseases
	Endocrine system
	Gastrointestinal tract (including caries)		60,8
	Congenital defects
	Blood diseases
	Speech Impairment
	Flat feet
	Observation by an orthopedist
	Obesity
	Disabled people
	Kidney diseases

A survey of school students conducted in 2008 revealed the following types of diseases:

1. In first place are diseases of the gastrointestinal tract (in 60.8% of schoolchildren)
2. In second place are visual impairments (almost 28% of schoolchildren)
3. In third place are diseases of the nervous system (8.5% of schoolchildren)
4. Quite high rates of ENT diseases (4.1%), cardiovascular diseases (4.1%), respiratory system(3.9%) and endocrine (3.2%) systems, as well as obesity (3% of schoolchildren)
5. There are 21 people with disabilities in the school, which is 3.5% of the total number of students.

A very high percentage of gastrointestinal diseases can be explained by improper nutrition, irregular diet and non-compliance with nutritional standards. According to the school doctor, this group of diseases is common among first-shift students, which may be a consequence of the fact that schoolchildren do not have time to have breakfast in the morning. Our school provides students with hot meals; it is likely that children’s digestive problems originate in the family.

The high percentage of eye diseases in school can be explained by the specifics of school work - the need to write a lot, work with a book or computer. At the same time, schoolchildren often do not observe the position of the notebook when writing, correct posture, the direction of the light falling on the notebook or book, and sometimes the level of illumination itself is insufficient.

Diseases of the nervous system can also be caused by the impact of school stress on students. This may be due to academic overload, relationships between students and teachers, etc.

Diseases of the endocrine system can arise due to low mobility of students (monotonous work at a desk at school, at the computer), irregular and poor nutrition, and can be predetermined at the genetic level.

The numbers are frightening; many students are registered at the dispensary. The indicators in Table 2 show that many students suffer from several chronic diseases.

TABLE 2.

Indicators of medical examination of students in grade 8 "B".

Surname	Pediatrician	Endocrinologist	Orthopedist	ENT	Dentist	Neurologist	Ophthalmologist
Berezkin M
Bubyakin P
Vinokurov A
Vinokurova T
Gapirov V
Domenti I
Zhirkov V
Kokorina L
Krivtsova Z
Myshakin D
Popova I
Potapova L
Stavenskaya R
Tatarinov A
Shaborshin D
Shadrin M
Yakovlev P

An Indian proverb says: “There is no friend like health, no enemy like disease.”

Classifying school illnesses, doctors say: more than 50% are so-called information diseases. They are associated with suboptimal interaction of the child with the information environment. These are psychosomatic diseases - stomach ulcers, gastritis, neuroses, and cardiovascular diseases. They are called “information stress diseases.” Among the factors causing harm to health, the following are noted: social, home and school.

The results of the analysis of medical development records of a group of students in grade 8 “B” in comparison of the 2005-2006 academic year /5th grade/ with the 2008-2009 academic year /8th grade/ are reflected in Table 3.

TABLE 3.

Dynamics of development of health groups in grade 8 “B” students.

Health groups	2005-2006 Quantity students	IN %	2007-2008 Quantity students	IN %
1st health group		65,22
2nd health group		30,44		88,23
3rd health group		4,34		11,77
Physical groups
Basic physical group		86,98		70,59
Preparatory physical group		8,68		11,77
Special physical group		4,34		17,64

From the analysis, particular concern is the increase in morbidity from year to year and its impact on the success of training. The conclusion suggests itself: for good performance in preparing for homework at home and while studying at school, these children paid with their health. Among these students there are children studying at the same time in additional educational institutions.

The formation of a child’s health at the stage of 7-18 years largely depends on living conditions, character educational process, child's lifestyle.

Today, the main classes of diseases, the frequency of which increases most intensively during schooling, include diseases of the visual organs, musculoskeletal and connective tissue, digestive organs, and borderline mental disorders.

Among the social factors influencing the formation of children's health, 20% are factors of the intraschool environment.

3.1. Student Anxiety Research

Initially, we examined a group of teenagers in grade 8 “B” using a method developed on the principle of the Kondash “Social and Situational Anxiety Scale”. The peculiarity of such scales is due to the fact that the subject does not evaluate the presence of his own level of anxiety, but determines the situation that may cause anxiety in him.

The methodology includes assessing situations of three types:

1. Situations related to school, communication with

Teacher (school)

2. Situations that activate self-image

(self-assessed).

3. Communication situations (interpersonal).

INSTRUCTIONS

Here are situations that students often encounter in life. Some of them may be unpleasant for them, causing excitement, anxiety, fear, etc. The questionnaire includes questions about the situation, related to the school, interpersonal relationships in society and personal behavior. Students carefully read the questions in the situation questionnaire and evaluate it with points:

0 – if the situation does not seem to you at all

Unpleasant;

1 – if the situation is a little worrying, worrying;

2 – if the situation is sufficiently unpleasant and causes

Such anxiety that the student would prefer

Avoid her;

3 – if the situation is very unpleasant and causes

Severe anxiety, fear, etc.

4 – if the situation is extremely unpleasant for him, if

He can't stand her and she causes him

The student has severe anxiety, very strong

Fear.

SITUATION QUESTIONNAIRE.

1. Answer at the board.
2. Go to a stranger's house.
3. Participate in competitions, competitions, olympiads.
4. Talk to the school principal.
5. Think about your future.
6. The teacher looks at the magazine, deciding who to ask.
7. They criticize you and reproach you for something.
8. You are being watched when you do something.
9. You are writing a test.
10. After the test, the teacher names the grades.
11. They don't pay attention to you.
12. Something is not working out for you.
13. You are waiting for your parents from the parent meeting.
14. You are threatened with failure, failure.
15. You hear laughter behind you.
16. You take an exam at school.
17. I don't understand why they are angry with you.
18. Perform in front of a large audience.
19. An important, decisive matter lies ahead.
20. You don't understand the teacher's explanations.
21. They don’t agree with you, they contradict you.
22. You compare yourself with others.
23. Your abilities are tested.
24. They look at you like you're small.
25. During class, the teacher unexpectedly asks you a question.
26. They fall silent when you approach.
27. Your work is evaluated.
28. You think about your own affairs.
29. You need to make a decision for yourself.
30. You can't do your homework.

PROCESSING THE METHOD.

In accordance with the three types of situations identified using this scale, the following types of anxiety are diagnosed:

School – 1,4,6,9,10,13,16,20,25,30;

Self-esteem – 3,5,12,14,19,22,23,27,28,29;

Interpersonal – 2,7,8,11,15,17,18,21,24,26.

Data from the results of the anxiety situations questionnaire are presented in Table 4.

Table 4. “ANXIETY” 8 “B” CLASS.

No. P/P	Last name, first name of the student	TYPES OF ANXIETY
		School	Self-evaluative	Inter-personal	General level
	Berezkin Misha	15 N	14 N	19 N	48 N
	Bubyakin Pasha	15 N	19 N-P	20 N-P	54 N-P
	Vinokurov Alik	29 V	18 N-P	20 N-P	67 N-P
	Vinokurova Toma	20 N-P	19 N-P	17 N	56 N-P
	Gapirov Vova	21 N-P	15 N	23 N-P	59 N-P
	Domenti Ira	13 N	11 N	15 N	39 N
	Zhirkov Vova	18 N-P	19 N	18 N	55 N
	Kokorina Lana	5 N	11 N	6 N	22 N
	Krivtsova Zoya	4 N	12 N	36 O-V	52 N
	Myshakin Dima	23 N-P	17 N	28 V	68 N-P
	Popova Ira	14 N	13 N	15 N	42 N
	Potapova Louise	21 N-P	17 N	20 N	58 N-P
	Stavenskaya Rada	9 N	11 N	9 N	29 N
	Tatarinov Anton	30 V	21 N-P	22 N-P	73 N-P
	Shaborshin Denis	31 V	20 N-P	28 V	79 N-P
	Shadrin Maxim	21 N-P	15 N	8 N	44 N
	Yakovlev Pasha	14 N	12 N	10 N	36 N
	Total score
	General %	34,3 %	30,0%	35,7 %
	Normal				47 %
	Somewhat elevated				53 %
	High
	Very tall

Abbreviations: N – normal;

N-P – slightly increased;

B – high;

O-V – very high.

The results of student questionnaires are included in the table, from which it can be seen that in the study group of students out of the total number, more than half (53%) are in increased anxiety.

3.2. Analysis of the schedule by complexity scale

The teaching load is determined by curricula, study programs, the content of textbooks, and also depends on the organization of the educational process, including the lesson schedule, elective classes and extracurricular and extracurricular activities of students.

The number of academic subjects offered for study is growing; As a result, the number of one-hour (per week) subjects increases. However, it is known that this is an ineffective activity. If we accept any of the existing hypotheses of the memorization mechanism, then one hour a week on a subject is not capable of triggering any of the memory mechanisms. In this case, everything again falls on the student:

Increases time spent preparing homemade food

Tasks;

The time for physical activity, sleep and

One of the results is deterioration in health.

The functional state of the physiological systems of the body is clearly manifested in the level of mental performance of schoolchildren and its dynamics during the school day, week and year.

It is known that immediately after sleep, the performance of schoolchildren is at a relatively low level. With the inclusion of educational activities in the process, the indicators of the functioning of physiological systems increase and performance improves. Having reached a maximum, it remains at a relatively high level from 9-10 a.m. to 12-13 p.m. Then a drop in performance begins and a new relatively small rise from 15 to 17-18 hours.

It has been established that from the second lesson the indicators of work intensity (mental performance) improve, but by the end of the lessons they worsen. Therefore, basic subjects should be taught in lessons 2, 3, 4.

When the schedule alternates between “difficult” and “easy” subjects, as well as subjects of the same cycle, children retain their working capacity longer. A study of the dynamics of mental performance from the beginning to the end of the week showed that the days of the highest performance occur on Tuesday and Wednesday, and the lowest on Friday.

We decided to analyze the curriculum of the third quarter using the example of grade 8 “B”. The results are presented in Table 5.

TABLE 5.

Weekly schedule and assessment of each lesson on a scale of difficulty /Sivkov, 1998/.

No.	Item name	Scale difficulties	No.	Item name	Scale difficulties
	Monday			Thursday
	Chemistry			Algebra
	Physics			Geography
	Russian language			Russian language
	Drawing			English language
	Biology			Story
				YARYA
	TOTAL			TOTAL
	Tuesday			Friday
	Computer science			Physics
	Physics			Algebra
	Russian language			Technology
	Literature			Literature
	Geography			English
	Physical training			Physical training
	TOTAL			TOTAL
	Wednesday			Saturday
	Chemistry		1.	Algebra	11
2.	Geometry	11	2.	Social science	8
3.	Geometry	11	3.	English language	10
4.	Story	8	4.	life safety fundamentals	5
5.	Biology	6
6.	Geography	6
	TOTAL	51		TOTAL	34

From the analysis of the schedule, we can say that in grade 8 “B” the schedule is not always physiologically justified.

An analysis of the class schedule revealed that it was compiled taking into account the difficulty of distributing academic subjects during the school week. There are irregularities in the alternation of “hard” and “easy” lessons (Wednesday, Thursday), the order of the lessons is incorrectly implemented (first “hard”, then “easy”, and then again “hard”), on Wednesday too high score, although it is on this day that the complexity of the schedule should be reduced.

When drawing up a schedule, days of increased and decreased performance, the time most favorable for studying complex and difficult subjects, are not always taken into account.

In our opinion, all this can cause fatigue and affect the quality of academic performance and health of students.

There are also positive aspects to this schedule. For example, a low overall score on Monday and Saturday, a successful alternation of subjects on Friday and Saturday. In the middle of the week there are many basic and difficult subjects, the last lessons are often “easy”.

Hygienic requirements for organizing a lesson are met. The duration of school lessons in all classes is 40 minutes, there is also a long break of 15 minutes (after the third lesson). Such changes allow you to calmly eat food, play active games, etc.

Conclusion

From a pedagogical point of view, we can say: “Only in healthy body there can be a healthy mind.”

A child who has lost his health early is a person with a complex of problems, because an insurmountable obstacle arises on the path of his development and self-realization - a disease, the fight against which can take all his strength. Impassive statistics state that 90% of school graduates leave its walls chronically ill. Medical studies claim that in just one year of attending school, a student loses 20% of his health. Why does a student lose his health at school?

According to the Russian Ministry of Education, among the reasons affecting the health of schoolchildren, 21% are factors of the intra-school environment, the causes of which are the following:

1. Most school buildings are huge boxes, designed in such a way that a child feels uncomfortable in them.
2. The absolute reason is physical inactivity, i.e. lack of physical activity. Low mobility during the school day is contraindicated for all children, but especially boys.
3. Stuffy, poorly ventilated offices (classrooms).
4. Uncomfortable furniture that does not match the height of the students.
5. The influence of course load and homework overload.
6. Consistency in scheduling back-to-back lessons with high difficulty.
7. Large class sizes. (does not apply to our school)

Based on all of the above, I would like to give the administration and teachers of our school some recommendations for maintaining the health of students. So, to maintain our health, we need to:

1. Equip classrooms with furniture that complies with SANPIN standards, i.e. student growth.
2. Continue fortifying meals in the school canteen.
3. Use physical education minutes in certain lessons (at least in parallel).
4. Carry out active play sessions using radio and musical accompaniment.
5. Make a schedule of subjects, alternating them according to your difficulty.
6. Follow homework standards.
7. Use personally-oriented technologies for teaching and monitoring, as well as educating students.
8. Conduct educational work with students and bring research results to the attention of parents.

List of used literature

1. Abaskalova N. Health must be taught! – M., Education, 1987
2. Anastasova L. P., Kuchmenko V. S., Tsekhmistrenko T. A. Formation healthy image life of teenagers in biology lessons: Methodical manual. 6 – 9 grades. – M.: Ventana – Graf, 2006, 208 pp.
3. Hygiene of children and adolescents / Ed. V. N. Kardashenko. – M.: Medicine, 1980, 440 pp.
4. Zabavina S.V. The influence of the daily routine on the health of students. Website “Biology. First of September"
5. Zaitsev G.K. School valeology, 1998.
6. Zverev I.D. A book for reading on human anatomy, physiology and hygiene. Manual for 9th grade students high school. 1989.
7. Koryakova N.I., Zhelvakova M.A., Kirillov P.N. Education for sustainable development: search for strategies, approaches, technologies / Toolkit for the teacher/.
8. Workbook for practical classes in valeology part 1.
9. Tsekhmistrenko T.A., Artemenko O.I. and others. Preserving health and improving the quality of education in educational institutions in the northern regions of Russia, 2002.
10. Chumakov B.N. Valeology, 1997.
11. Encyclopedia for children. Volume 18. Man. Part 1. The origin and nature of man. How the body works. The art of being healthy / Chapter. ed. V. A. Volodin. – M.: Avanta+, 2002. – 464 pp.

The health status of schoolchildren gives rise to reasonable concern and requires urgent measures to protect and promote health during the learning process. School risk factors - learning conditions, intensification and irrational organization of the educational process, low physical activity, inconsistency of teaching methods with the age capabilities of schoolchildren, and so on - negatively affect the health of schoolchildren. Experts attribute from 20 to 40% of influences to these factors.

Institute age physiology RAO took part in the development of the methodology and implementation of psychophysiological support for the experiment on the introduction of health-saving technologies in secondary schools, and from October 2001 to May 2004 conducted a monitoring study. The results obtained from almost 2,500 schools (of which about 70% were urban schools) in 56 constituent entities of the Russian Federation were processed and analyzed. The analysis concerned the daily routine and the general academic load of students in grades 1-2 and 10-11 (more than 100 thousand students).

The daily routine is considered rational if it provides sufficient time for the necessary elements of life and ensures high performance throughout the entire period of wakefulness. A properly organized daily routine maintains health, creates conditions for increasing educational motivation, and contributes to the normal development of the child.

Some of the most important indicators characterizing the organization of the educational process, its adequacy and effectiveness are indicators of the daily routine, the general and academic workload of students. We analyzed these indicators on the basis of specially designed questionnaires for students and their parents.

When analyzing the student’s daily routine, the following main components were taken into account:

training sessions during periods of optimal performance at school;

preparing homework;

relaxation with maximum exposure to the outdoors;

regular and adequate nutrition;

hygienically complete sleep.

In addition, the daily routine should include time for free activities of one's own choice (reading, music, drawing and other creative activities, sports, self-care, helping the family).

The parameters of a schoolchild’s daily routine, which are more susceptible to correction than other indicators, turned out to be associated with a wide range of health indicators. Among children who met age-specific standards for duration of stay in the open air and night sleep, a smaller number of frequently ill children were identified, as well as children with reduced body weight, low dynamometry indicators, morphofunctional abnormalities and chronic diseases of the respiratory and digestive systems, and neuropsychiatric disorders , respiratory complaints. Among this contingent, the proportion of children with normal physical development turned out to be more. (See table.)

The data obtained as a result of monitoring on the extracurricular activities of 1st grade students gives a rather interesting picture. Such an analysis makes it possible to clearly identify risk factors that can have a negative impact on the growth, development and health of schoolchildren, which include a large amount of homework, a significant proportion of activities associated with static load (TV, computer, reading, etc.), insufficient volume of physical activity and exposure to air. A significant number of schoolchildren (almost 70%) have a total static load of 4 to 6 hours or more. In fact, this indicates pronounced hypokinesia of the majority of first-graders.

Analyzing the out-of-school routine of high school students, we also identified violations of all routine aspects. The total extracurricular static load of high school students is more than 5 hours, and for 17% it is more than 7 hours. If we add in the school load (6-7 lessons), then pronounced hypokinesia can be noted in all high school students.

The analysis of indicators of sleep, self-preparation and walking revealed a direct relationship between these indicators: an increase in the time allocated for preparing homework leads to a decrease in the time of night sleep and daytime rest.

At the same time, significant violations of routine issues are often caused not only by a large volume of program tasks, but also by the inability to properly organize their activities.

One of the most negative aspects in the daily routine of modern schoolchildren is the reduction in sleep time at night. The average duration of night sleep for second-graders on weekdays is 9.44 hours, which is not enough from a physiological and hygienic point of view. Physiological and hygienic standards are met only in 6.97% of cases. A sleep deficit of up to 2 hours was noted in 93.03% of primary school students; almost 10% had a deep (more than 2 hours) sleep deficit. This is a very dangerous trend, leading to overwork, neuroticism and an increased risk of developing many serious diseases. The main reasons for this situation in 11% of cases are long preparation of lessons, in 64% - watching evening TV shows, playing on the computer, and so on.

The duration of homework preparation for 81.4-77.2% of children on weekdays and weekends does not exceed acceptable standards. At the same time, homework on school days for more than 4.0 hours was observed among high school students in 16.0-19.0% of cases, on weekends - in 19.5-23.0% of cases. Additional time for preparing homework is necessary primarily for students of gymnasiums, lyceums and schools operating under experimental programs.

Interest classes include extracurricular activities in a music school, art studios, and foreign languages; these classes take tenth-graders from 2 hours 12 minutes to 3 hours 39 minutes in 36.5-39.7% of cases.

In their free time from academic and extracurricular activities, 10th grade schoolchildren play computer games, read fiction, and watch television programs. Fiction is read equally often on school days and on Sundays, but the duration of reading on weekends in 39.0-58.6% of cases increases by 1.0-2.5 hours, respectively. It should be noted that among hobby classes, the greatest amount of time is spent working or playing on the computer - every fourth student spends up to 4.0-6.5 hours at the computer.

The frequency and duration of TV viewing on weekends increases, the average duration is 1 hour 48 minutes. But from 15.6% to 24.2% of boys and girls spend 3 or more hours watching TV.

Most high school students do not follow a daily routine, and as they grow older, this group increases. We found that among high school students, the daily routine is observed only in 30.0-40.0% of cases. According to our data, the leisure time of modern schoolchildren does not contribute to maintaining health. It is extremely monotonous and irrational. An analysis of the results of a survey we conducted among schoolchildren shows that, regardless of the place of residence and financial situation of the family, the predominant form of leisure is watching television and working on the computer.

Only 28.0% of high school students spend from 1.5 to 2.0 hours on hobby classes (classes at a music school, foreign languages, etc.). The average duration of such classes is 3.17 hours. It should be noted that among hobby classes, the greatest amount of time is spent working or playing on the computer - every third high school student spends from 4.0 to 6.0 hours on the computer.

Half of high school students' daily viewing of TV shows averages 2.35 hours, but from 15.3% to 35.1% of boys and girls spend 3 or more hours watching TV.

Thus, free from educational and extracurricular activities In the pastime of high school students, the static component predominates. High school students spend a significant portion of their waking time in a state of relative immobility (78.0-97.0%).

The teaching load is determined by curricula, study programs, the content of textbooks, and also depends on the organization of the educational process, including the lesson schedule, elective classes, extracurricular and extracurricular activities of students, etc.

When assessing the lesson schedule in schools, we first of all paid attention to the correspondence of the length of the school day and week to the age-related functional capabilities of children and adolescents. The amount of teaching load should be such that the normal activity of the central nervous system, high performance, prevention of overwork and protection of the health of students are ensured. The occurrence of fatigue is also facilitated by such a component of mental activity as static tension: children spend at least a third of their waking hours without movement, both at school and at home.

Study overload at school and at home has a negative impact on the health of school-age children. High information loads and constant lack of time are the leading factors of neuroticism, especially in elementary school.

Primary School

(1st-2nd grades)

According to regulatory documents, first-graders should not have more than 3-4 lessons a day, which, together with the total recess time, amounts to about 3-3.5 astronomical hours of being at school.

According to our data, the workload at school for first-graders (lessons and electives) averages 4 hours 02 minutes, that is, it already exceeds the standards. Depending on the type of educational institution, first-graders are in school from 3.0 to 5.2 astronomical hours per day. As a rule, the greatest violations are detected in those schools where complicated versions of curricula and pedagogical technologies are used.

The total academic load, taking into account the total academic load at school and the time for preparing lessons, for first-graders is on average 5 hours 38 minutes (with options from 5 hours 08 minutes to 7 hours 12 minutes) (according to standards - no more than 4.5 hours) . General static load, including school classes, self-study, extracurricular music classes, foreign languages, reading fiction, watching TV shows averages 6 hours 40 minutes. All last years We note a significant increase in the time children spend at the computer and in front of the TV. This further increases the static, postural tension of first-graders. The average time of relative immobility for first-graders is 7 hours 48 minutes on weekdays (from 6 hours 12 minutes to 8 hours 24 minutes), that is, in the daily routine of 1st grade students, a third of the day is occupied by the static component.

From the beginning to the end of the school year, first-grade students significantly increase the time allocated for self-study, and the time spent on extracurricular activities doubles. At the same time, there is a tendency to reduce the time allocated for sleep and walking in the fresh air both on weekdays and on weekends.

The long duration and frequency of self-preparation both on weekdays and on weekends may indicate that insufficient time is allocated in lessons to consolidate new material due to overloaded curricula or excessive demands of teachers trying to work ahead, and the need for additional exercises for children due to their reduced morphofunctional capabilities.

Thus, an ever-increasing study load leads to a decrease in the time required to restore the student’s strength. And this contributes to the fact that fatigue that arises in the process of educational activity turns into overwork, inhibits mental activity, and as a result, the time during which students complete homework increases even more.

For example, for second-graders during the school week, the excess of the standards for the basic volume of study load is on average 28.0% in gymnasiums and lyceums, in urban secondary schools- 17.5%, in rural schools - 9.0%.

For 6.0%-7.0% of second-grade students in urban educational institutions, the duration of school hours is 6-8 lessons, which is particularly alarming.

The total teaching load, taking into account the total teaching load at school and the time spent by primary school students on self-study, is on average:

5 hours 38 minutes (from 3 hours to 6 hours 48 minutes) - in first grade;

6 hours 48 minutes (from 4 hours to 9 hours 30 minutes) - in second grade.

The uneven distribution of the academic load during a five-day school week leads to an increase in the total load and even greater disruption of the extracurricular regime than during a six-day school week. In particular, with a five-day school week, second graders are 10% more likely to exceed the allotted time for preparing homework.

The uneven distribution of the load across the days of the week in a five-day school week leads to an increase in the duration of each school day by one hour, or even two hours, and, while maintaining the total weekly load at school (the number of teaching hours), leads to more frequent non-compliance with the out-of-school regime. The number of children whose homework takes 3 hours or more is higher in lyceums and gymnasiums than in other educational institutions. In classes with additional computer science lessons or foreign language 2nd grade schoolchildren are 13% more likely to fail to meet hygienic standards for preparing homework.

Any increase in the academic load (introduction of computer science, a foreign language) changes the parameters of the out-of-school regime for the worse, thereby daily increasing the fatigue of schoolchildren and reducing their adaptive capabilities.

If the academic load is maintained within age standards, the frequency of violations of all parameters of the extracurricular regime decreases.

High school

(grades 10-11)

Just like with younger schoolchildren, with a five-day school week, the time spent on homework increases for high school students, and the number of high school students studying from 5 to 8 hours increases compared to a six-day school week.

In classes where the maximum permissible academic load is within the normal range, the parameters of the extracurricular regime are also more consistent with the age of the students. As the school workload increases among high school students, the number of violations throughout the day increases.

The total study load from the 10th to the 11th grade increases on average by 1.0-1.5 hours per day, with an average study load of 9.8 hours and 10.2 hours, respectively, for 10th and 11th graders.

In 27% of schools, the basic teaching load in 11th grade on all days of the week meets hygienic requirements, not exceeding 5-6 lessons. However, 73% of graduating class students have school hours of up to 7 lessons: exceeding hygiene standards The teaching load at school ranges from 15.6% in gymnasiums and lyceums to 7% in secondary schools. At the same time, the majority (73%) of high school students attend elective classes (with individual fluctuations from 2 hours to 20 hours per week). The average weekly extracurricular time is 6.17 hours. Thus, even according to the average time of extracurricular activities, the excess of hygiene standards is 2.17 hours. The number of schoolchildren whose homework takes 4 hours or more is higher in lyceums and gymnasiums than in other educational institutions. For high school students, assignments in chemistry, foreign languages, and literature require the most time to complete homework (from 48 minutes to 63 minutes). In general, completing assignments in only one subject often requires 2 to 3 hours (this is especially true for students in specialized classes, gymnasiums, that is, those educational institutions where increased demands are made). This indicates too much volume curriculum and about the lack of time to consolidate new material in lessons, which means about the hidden intensification of the educational process (what is not completed in class is transferred to homework).

The average total teaching load at school varies from 8 hours 45 minutes to 11 hours 35 minutes. Schoolchildren are forced to spend a significant part of their daily waking time (12.5-13 hours), intended for other types of activities and daytime rest, on academic work alone.

The total static load, taking into account lessons, extracurricular activities, self-study, and extracurricular activities, averages 9 hours 45 minutes. If we add to this time the average time spent watching TV programs - 1 hour 36 minutes, then tenth graders spend an average of 11 hours 21 minutes without moving.

Research by the Institute of Developmental Physiology of the Russian Academy of Education once again confirms a significant excess of the teaching load in many schools, especially in those where complicated versions of programs and pedagogical technologies are used.

The formation of the school component and the drawing up of lesson schedules should be carried out not only based on the possibilities of pedagogical support for a particular educational institution, but also the total teaching load, the daily and weekly biological curve of students’ performance, taking into account the physiological cost of each lesson, the ratio of lessons to static and dynamic types of activity.

Any increase in the academic load (for example, the additional introduction of computer science and a foreign language in the second grade) changes the parameters of the out-of-school regime for the worse, thereby increasing the daily fatigue of schoolchildren and reducing their adaptive capabilities.