The impact of classroom furniture on third grade children's occupational performance
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Date
2013-06-05
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Towson University. Department of Occupational Therapy and Occupational Science
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Copyright protected, all rights reserved.
There are no restrictions on access to this document. An internet release form signed by the author to display this document online is on file with Towson University Special Collections and Archives.
There are no restrictions on access to this document. An internet release form signed by the author to display this document online is on file with Towson University Special Collections and Archives.
Abstract
Being a student is a primary occupation for children. Theoretical principles of the Person-Environment-Occupation Model suggest that interactions between people, environments, and the occupations they perform affect occupational performance. Studies show that classroom furniture is often too large for schoolchildren; there is little study of the impact on classroom occupational performance. This study used a repeated measure correlated groups design to assess relationships among furniture fit, sitting behaviors, on-task behaviors, math scores, and comfort in 31 third grade children, and handwriting legibility in a subset of 15 children while sitting in large standard classroom furniture and smaller standard and ergonomic furniture. The students demonstrated significantly better sitting and on-task behaviors and higher math test scores in the smaller, better fitting furniture. Students sat significantly better in the ergonomic chairs; better sitting behaviors were correlated with better handwriting legibility. The study supports the significance of environmental features for children's occupational performance.