Daily child hygiene: what a first-grader should remember. Brief information from the history of school hygiene

We need to learn to manage our health. And to do this, you need to understand what factors it depends on. As a person grows, concepts of purity are instilled in him. And we are talking not only about external cleanliness (washing the body, wiping, showering), but also about the internal cleanliness of the human body - the ability to keep internal organs clean and in order.

Hygiene is the science of cleanliness. The Hygiene Quiz contains 10 questions. All questions have been answered.

Quiz creator: Iris Review

1. Why did the “hygiene” section of medicine get such a name?

In honor of the ancient Greek goddess Hygieia +

In honor of the daughter of the god of health Asclepius + (she is the goddess Hygieia)

In honor of the animal hyena

2. Before eating, you wash your hands with soap. Why are you doing this?

To wash them from dirt, pathogens multiply in the dirt +

Because mom forces me

To play with scented soap

3. Which hygiene procedure is more useful?

Contrast shower +
Pouring +
Rubdown +

4. What is hygiene?

Branch of medicine that studies the conditions for maintaining health +

A system of actions and measures aimed at maintaining cleanliness and health +

Same as dentistry

5. How many people do you think one comb is designed for?

For three people
For two people
Only for one person +

6. Question by type: harmful-beneficial. Note: what is useful and what is harmful

Eating heavily and “overly full” is harmful
Reading in bed is harmful
Doing exercises in the fresh air is beneficial
Touching your eyes with dirty hands is harmful
Sleeping with the window open all year round is beneficial
Taking air baths is beneficial
Watching TV all day is harmful
A restful, sufficiently long sleep is beneficial
Taking care of your nails is beneficial
Chewing food thoroughly is beneficial
Replace sugar with honey, fruits, berries, dried fruits - healthy

7. What is a hygienist?

Person maintaining hygiene
Doctor, hygiene specialist +
A person who believes that hygiene is a waste of time

8. Guess the riddles:

For the body to stay in order
Every day you need... (Charging).

It flows, it flows, it won’t flow,
He runs, he runs, but he won’t run out. (Water)

Smooth, fragrant,
Fragrant, smelly.
It is important that everyone has
What is this?... (Soap)

It sits in the water, but never gets wet.
You can see the edge, but you won’t get there. (Sun )

Hanging in the bathroom, dangling,
Everyone is grabbing at him. (Towel )

I'm not wandering through forests,
As a rule, by hair,
And my teeth are longer,
Than wolves and bears. (Comb )

9. What poems about hygiene do you know?

“Long live scented soap,
And a fluffy towel..."

“To drive away melancholy and laziness.
Get up every day
We need it at seven o'clock sharp.
Having opened the window bolt..."

"Good afternoon!
I am purity!
I always want to be with you.
Let me get to know you first..."

10. Continue the phrase:

“Cleanliness is the key to…health”
"In a healthy body healthy mind "
"Sun, air and water -... our best friends»
“To live cleanly - to be healthy”
"Whoever is careful... he's nice to people»

2.1. DEVELOPMENT OF HYGIENE KNOWLEDGE

IN THE ANCIENT WORLD

The emergence of hygiene goes back to the distant past, to the origins of folk preventive medicine. In order to maintain health, the people used customs and skills that, to a certain extent, helped preserve life in unfavorable environmental conditions. Gradually, folk experience, accumulated over many centuries and widely used in life, took shape in traditional medicine.

During the period of the emergence of medicine, it was still impossible to talk about hygiene as a science, because only the emergence of initial information and primitive rules of health protection took place. But already in those distant times it was known that treatment does not yet prevent the spread of mass diseases and that, along with the ability to treat, the ability to prevent diseases is no less important.

Therefore, there was an attempt to generalize and systematize individual hygienic tips on maintaining health. In ancient India, long before our era, many hygienic rules were widespread, which were then included in the code of laws of Manu. In China, dietary rules, water procedures, solar irradiation, and therapeutic exercises were widespread as measures to improve health and increase overall resistance to disease.

Of particular interest for understanding the history of hygiene is the development of ideas of prevention in Ancient Egypt, Ancient Greece and the Roman Empire. Thus, in Ancient Egypt, long before our era, work was carried out to drain the soil, there were rules for the design and maintenance of streets, and water pipelines were built. In ancient Greece, systematization and further

the greatest accumulation of hygienic knowledge. The founder of scientific medicine, Hippocrates (460 BC), summarizing knowledge and experience in the field of therapeutic medicine, made an attempt to determine the importance of the environment for human health. Even then, Hippocrates attached special importance to the climate and local conditions, people’s lifestyle, work, nutrition, and physical exercise. Hippocrates systematized and generalized hygienic knowledge in the form of treatises: “On Air, Water and Soil”, “On a Healthy Lifestyle”. It was in these works that Hippocrates first defined the role and importance of clean air, water, and soil for human life. In his instructions, Hippocrates demands that the doctor take care of the healthy so that they do not get sick.

The progressive views of Hippocrates had a great influence on the development of medicine not only in Greece, but also in Rome. The history of medicine also includes the names of Aristotle, Asclepius, Galen and many others.

Already in Ancient Rome, engineering structures for water supply and sewerage appeared, which for that era were a real miracle. The construction of irrigation fields was carried out, and there were attempts to organize sanitary supervision of housing construction and the sale of food products.

However, at that time in Greece and Rome there could be no talk of hygiene as a science, and individual activities did not pursue public health goals, because they were carried out very limitedly. The average life expectancy in Ancient Rome was 25 years. The massive epidemics that devastated the countries of the Ancient World during this period were due to the lack of necessary hygienic knowledge, skills and methods of effective disease prevention.

2.2. HYGIENE KNOWLEDGE

The period of the Middle Ages (VI-XIV centuries AD) was characterized by deep stagnation in all areas of life - in politics, philosophy, everyday life, medicine, etc. All kinds of idealistic and mystical ideas dominated in the science of that time.

Public sanitation in the Middle Ages played an insignificant role due to the prevailing views on the causes of disease at that time. It is no coincidence that this period went down in history as the era of terrible epidemics of plague, typhoid, cholera, leprosy, syphilis, etc. Only in the 14th century. 25 million people died from the plague in Europe, i.e. 4 people

leniya. The spread of various epidemics was facilitated by trade and navigation, which expanded contacts between people.

In the XV-XVI centuries. With the development of natural science, the attention of a number of scientists was again drawn to certain issues of hygiene, in particular to professional hygiene. Interest in the latter was primarily due to the development of handicraft production and manufactories.

However, the greatest interest in sanitary measures arose at the end of the 17th - beginning of the 18th centuries, which is associated with changes in economic relations and the creation of a bourgeois state. During this period, a generalized scientific work by the Italian physician B. Ramazzini (1633-1714) “On the Diseases of Craftsmen” appeared, in which the author for the first time presents material on the influence of various factors of the production environment on the body of craftsmen and reveals the nature of the influence of various types of industrial dust on the development of lung diseases .

2.3. HYGIENE IN THE PERIOD OF CAPITALISM

During the period of transition from the feudal system to capitalism, there was an increase in scientific and technical knowledge, primarily in the field of physics and chemistry. The growth of production and trade, which created new economic ties between different countries, created the need to protect the capitalist countries that were advanced at that time from the danger of epidemics.

The main interests of medicine were focused on the fight against epidemic diseases, which claimed a large number of lives and weakened the military power of states. The development of capitalism in connection with the introduction of machine production led at the end of the 18th - beginning of the 19th centuries. to a sharp intensification of work, high rates of injury and widespread occupational diseases. Industrial enterprises polluted the air, water bodies, and soil with their emissions. At the same time, the development of chemistry and other sciences created the possibility of environmental research. In this regard, in the second half of the 19th century. in hygiene, the laboratory-experimental method has become widely used. During this period, thanks to the work of L. Pasteur, R. Koch, E. Parks, M. Pettenkofer, K. Flüge and M. Rubner, preventive medicine was for the first time able to rely on a scientific basis. The hygiene manuals of M. Pettenkofer, K. Flüge, M. Rubner reflected provisions that later became the basis of communal hygiene, food hygiene

tania, hygiene of children and adolescents. F. F. Erisman called M. Pettenkofer the father of experimental hygiene. According to M. Pettenkofer, hygiene cannot be satisfied only by knowledge of human physiology; it is necessary to study the environment - air, water, soil, clothing, which are factors that determine the state of people's health.

2.4. DEVELOPMENT OF HYGIENE IN RUSSIA

The emergence of sanitary culture in Ancient Rus' can be dated back to the 11th-12th centuries, when during severe epidemics of plague and smallpox, the ancient Slavs, knowing about the contagiousness of these diseases, sought to protect themselves from them. For this purpose, outposts were set up and measures were taken to prevent the spread of infectious diseases (burning the clothes of patients, fumigating with wormwood, etc.). The peoples of Ancient Rus' knew important rules for the construction and improvement of cities. In ancient monuments of Russian writing there are instructions that when building cities and villages, low and swampy areas, which have an adverse effect on health, should be avoided. In Novgorod already in the 11th century. water supply and sewerage were built, some streets and squares were paved, and they were regularly cleaned. Since time immemorial, mine wells and hiding places were built in Rus' to supply the city with water during a siege. Similar structures existed in Voronezh, Yelets and other cities. In Moscow, since 1633, city residents began to use water supply; wastewater was removed through ditches, and the beginnings of sewage disposal were created.

In Ancient Rus' there were ideas about food sanitation. Thus, the document from the time of Ivan the Terrible “Domostroy” prescribed that tableware should always be thoroughly washed, cleaned, scrubbed, rinsed with hot water and dried. The antiscorbutic properties of a number of vegetables were known. Children's meals were organized in schools of the Kyiv Principality.

In the 16th century In the Moscow state, alphabet books appear, which provide information on the personal hygiene of students, ordering them to fulfill its most important requirements.

In the 17th century Epiphanius Slavenitsky's work entitled “Citizenship of Children's Customs” is published, where the author for the first time sets out in detail the issues of hygienic education of the younger generation.

nia. Around this period, other hygienic advice and rules were published (collection of Svyatoslav 1706, etc.).

To organize medical care, the Pharmacy Chamber was created in 1581, and since 1620, medical care was concentrated in the Pharmacy Prikaz. From this period, legislative acts began to be published: “On precautions against bestial deaths” (1640), “On measures against the spread of plague and other diseases” (1670). After the outbreak of the plague epidemic (1654), the registration of those who died from the epidemic began.

In the 17th century By decree of Peter I, instead of the Pharmacy Order, a Medical Office was created (1716), a number of decrees were issued to protect public health, and a record of births and deaths was introduced in churches (1712). Peter I paid great attention to the development of military sanitation and the general sanitary well-being of the Russian army. He himself supervised many sanitary measures, understanding their importance for maintaining health; instructions were written to them on protecting troops from disease during the campaign in Persia.

In 1737, supervision over the sanitary condition of cities was first established in Russia, and in 1741 the first law (“Regulations”) was issued, which regulated working conditions in cloth factories. Since 1743, mandatory notification of the Senate about cases of epidemic diseases has been established, mandatory medical examination of those sick with contagious diseases, quarantine and other sanitary measures have been introduced. On the initiative of the military doctor E. T. Belopolsky, the Russian army organized supervision over the sanitary regime in the barracks, the nutrition of soldiers, the quality of water, etc. A. V. Suvorov, in a special order (1794), strictly demanded the maintenance of this order. However, all these measures were piecemeal and did not always help slow down the growth of epidemic diseases.

M.V. Lomonosov played a special role in the development of hygiene in Russia. On his initiative, Moscow University was opened in 1755, which united around itself all the Russian progressive forces of that era. M.V. Lomonosov in his monograph “The First Fundamentals of Metallurgy or Ore Mining” not only covered the issues of organizing the work and rest of miners, their rational clothing, and the removal of groundwater, but also created an original theory of natural ventilation of mines.

On the initiative of M.V. Lomonosov, a medical faculty was opened at Moscow University in 1765, which was justified by the need “for a sufficient number of doctors and pharmacies

with medicines." In an article about the construction of a plan for the medical faculty, M.V. Lomonosov wrote: "The medical class or the faculty of management deals with human health and life, in which practical and theoretical medicine, chemistry, botany, anatomy and surgery are taught, from which “There should be people who, as healers and doctors, help their fellow citizens, take care of their health, and thus can contribute to the common good in countless cases.”

The ideas of M. V. Lomonosov about the meaning and role of public hygiene had a huge influence on the activities of the first professor of the medical faculty, S. G. Zybelin (1735-1802). He lectured on many medical disciplines and skillfully combined clinical and public health work. S. G. Zybelin was the first to introduce practical exercises into teaching, showing different cases of diseases, considering methods of treating them and paying special attention to issues of prevention. He was the first to speak in his lectures about the importance of overheating the body, the role of fresh air, etc. His views on the importance of prevention were further supported and developed at Moscow University by other prominent representatives of medical science.

An important role in the development of hygiene belongs to another founder of Russian medicine - M. Ya. Mudrov, who developed a whole system of hygienic measures to prevent diseases. In 1808, M. Ya. Mudrov first began to give a course of lectures at the university “On hygiene and common diseases in the active troops, as well as the treatment of diseases in the most common camps and hospitals.”

On July 9, 1809, at the suggestion of the university, M. Ya. Mudrov delivered an assembly speech “On the benefits and items of military hygiene, or the science of preserving the health of military personnel,” in which he formulated the tasks of hygiene in general and military hygiene in particular for Russian doctors. Defining the concepts of hygienic science, he indicated that hygiene should be based on the achievements of physiology, physics and chemistry. The speech of M. Ya. Mudrov drew the government's attention to the need for an exemplary organization of medical and sanitary affairs in the army and a change in attitude towards doctors in the army. M. Ya. Mudrov proposed introducing military hygiene into the teaching course at universities, and especially at the Medical-Surgical Academy and military schools. This speech was immediately published, reprinted twice (in 1813 and 1826) and played a great positive role on the eve of Napoleon's invasion of Russia. We owe it to M. Ya. Mudrov that from the beginning

XIX century Russian doctors went their own original way in science and in teaching hygiene. From that time on, they not only successfully competed with Western European doctors, but in many ways surpassed them.

The founders of Russian clinical medicine (N.I. Pirogov, S.P. Botkin, G.A. Zakharyin, A.A. Ostroumov and many others) were not only supporters of prevention, but also considered hygiene the most important branch of medical knowledge in the fight for public health. The well-known representative of the Russian school of clinicians G. A. Zakharyin (1829-1897) said: “We consider hygiene not only a necessary part of school medical education, but also one of the most important, if not the most important subject of activity of a practical doctor. The more mature the practical doctor, the more he understands the power of hygiene and the relative weakness of treatment. Who does not know that the most destructive and widespread diseases, against which therapy is still powerless, are prevented by hygiene. The most successful therapy is possible only if hygiene is observed."

Preventive medicine is where humanity can be saved from massive single diseases. This idea was expressed by the great Russian surgeon N.I. Pirogov: “I believe in hygiene. This is where the true progress of our science lies. The future belongs to preventative medicine.”

In the second half of the 19th century. domestic hygiene began to develop as an experimental science, facilitated by the successes of physics and chemistry. The foundations of scientific hygiene during this period were laid by the greatest scientists Alexei Petrovich Dobroslavin and Fedor Fedorovich Erisman.

A.P. Dobroslavin was the first Russian professor to head the Department of Hygiene at the Military Medical Academy in St. Petersburg, which he organized, and the creator of the experimental direction in hygiene. The Department of Military Hygiene became the center of scientific and hygienic thought in Russia. A.P. Dobroslavin organized a hygienic laboratory and carried out extensive experimental work on hygiene; for the first time in Russia he created a school of experimental hygienists; Later he also organized a special analytical station for food research.

As a consultant on many issues of sanitary practice, A.P. Dobroslavin significantly contributed to the development of sanitary examination as one of the main sections of the hygienist’s work. In his activities, A.P. Dobroslavin strives

committed himself to a strict experimental substantiation of all issues of sanitary practice. He traveled to Astrakhan to fight the plague, and to Kyiv to carry out anti-epidemic measures to eliminate typhus. His works “A Course in Military Hygiene” and “Hygiene, a Course in Public Health” were the first comprehensive textbooks. For twenty years, starting in 1871, A.P. Dobroslavin and his students published about 150 scientific works on various issues of hygiene, including 96 dissertations. The founder of the public trend in hygiene was F. F. Erisman. He was born in Switzerland. Already during his student years, F. F. Erisman was interested in issues of preventive medicine. After graduating from the University of Zurich (1865), F. F. Erisman began working in an eye clinic and studied natural and social sciences. In 1867 he defended his dissertation “Intoxication amblyopia (of alcohol and tobacco origin).” In 1869 he came to St. Petersburg, where he practiced as an ophthalmologist.

In the 1960s In Russia, a Russian public health organization began to be created in the depths of the zemstvo. The pages of the journal "Archive of Public Hygiene and Forensic Medicine" regularly published articles that reflected the ideas of leading zemstvo doctors. During this period, F. F. Erisman, having studied the vision of more than 4,000 secondary school students, revealed the causes of myopia among them. He developed a model of a desk, which was introduced in schools and demonstrated in the Russian section of the International Hygienic Exhibition in Brussels (1876). At the same time, during this period, he wrote the work “Public Hygiene,” translated into many languages, and published the manual “Professional Hygiene, or Hygiene of Mental and Physical Labor.”

In 1877, during the war with Turkey, he was appointed assistant to the chairman of the commission for the improvement of areas occupied by the Russian army operating beyond the Danube. F. F. Erisman put a lot of work into limiting the spread of typhus epidemics in Russian troops. The Moscow Sanitary Commission instructed F. F. Erisman, together with A. V. Pogozhev and E. M. Dementyev, to conduct a sanitary inspection of factory enterprises in the Moscow province in order to develop health measures to improve the work of workers. The results of this work were published in 17 volumes of printed works. At the same time, a general summary of sanitary studies of factory enterprises in the Moscow province was compiled (1890). In 1883, the Moscow-Pe-

Terburg Society of Russian Doctors in memory of N.I. Pirogov. F. F. Erisman was a member of the board of the society and an active participant in congresses (he was repeatedly elected chairman).

At the 3rd Pirogov Congress in St. Petersburg (1889), F. F. Erisman said: “There is no doubt that the congresses of Russian doctors are of great importance not only for us, doctors, but for all of Russia in general, and mainly, of course , because at these congresses not only private issues are discussed, but also questions about the possible improvement of medical and sanitary affairs in Russia, the further development of our treasure, which has nothing like it in Western Europe, our public, zemstvo medicine."

In 1882, Moscow University awarded F. F. Erisman received the degree of Doctor of Medical Sciences, and in 1884 F. F. Erisman headed the department of hygiene at the medical faculty of the university. In his first lecture, F. F. Erisman announced to students the program of a new course on hygiene, which he called the science of public health: “Deprive hygiene of its social character, and you will deal it a fatal blow, turn it into a corpse, which you cannot revive in any way.” will succeed."

Hygiene teaching was carried out in a dark, small room on Mokhovaya. After 7 years, the department moved to a new building on Devichye Pole in the Hygienic Institute of the clinical campus. A station was created at the Institute of Hygiene to study food, water, and soil. F. F. Erisman took part in the planning of the clinical campus, the selection of filters for the Rublevsky water supply system, etc.

In 1892, the Moscow Hygienic Society, organized by F. F. Erisman, began to work. In 1896, F. F. Erisman, together with 42 university professors, submitted a petition to the Moscow Governor General to review the cases of students expelled by the police. The tsarist government had long been waiting for an opportunity to get rid of the scientist it disliked. In the same year, F.F. Erisman, having left for Switzerland, could no longer return. Until the end of his life, F. F. Erisman had a hard time being separated from Russia, which he considered his second homeland and to which he generously devoted his energy and talent as a scientist.

A.P. Dobroslavin and F.F. Erisman were exponents of the progressive ideas of Russian social thought in 1870-1880. Their activities were closely connected with the activities of the first zemstvo and city sanitary authorities, as well as the Society of Russian Doctors in memory of N. I. Pirogov. They worked in the Moscow Zemstvo

many major hygienists: P. I. Kurkin, S. M. Bogoslovsky (sanitary statistics), V. A. Levitsky (a major theorist who has done a lot in the field of occupational hygiene, a wide range of practitioners), A. V. Molkov (school hygienist) .

The students and followers of A.P. Dobroslavin and F.F. Erisman did a lot for the development of sanitary affairs and hygienic science in the pre-October period. Names of sanitary doctors who worked in Moscow and other provinces, E. A. Osipov, A. V. Pogozhev, E. M. Dementyev, A. K. Sokolov, A. V. Molkova, M. F. Sosnina , D. D. Bekaryukova, P. A. Peskov, A. P. Nikitin and others are known as the names of the founders of sanitary affairs in our country.

The First World War, and then the Civil War and lean years intensified the already difficult sanitary situation in Russia at the beginning of the 20th century. The radical restructuring of the old private medicine into a public health care system began literally in the 1920s. Already on October 26, 1917, a medical and sanitary department was created under the Military Revolutionary Committee, headed by M. I. Barsukov. In July 1918, the People's Commissariat of Health of the RSFSR was approved at the All-Russian Congress of Soviets. N.A. Semashko was appointed People's Commissar of Health, and Z.P. Solovyov was appointed his deputy.

In 1922, the sanitary-epidemiological service was created. In 1933, with the formation of the All-Union State Sanitary Inspectorate, the functions of the sanitary-epidemiological service were divided.

The first People's Commissar of Health, N.A. Semashko, carried out titanic organizational work to ensure the sanitary well-being of the country, and developed the most important legislative documents on issues of preventive medicine. In 1922, at Moscow University he organized the first department of social hygiene in our country. Under his leadership, the fight against social diseases was carried out, and the foundations for the protection of motherhood and childhood were laid. Along with N. A. Semashko, Z. P. Solovyov, who headed the military sanitary service of the Red Army, made a great contribution to the development of problems of social hygiene.

An outstanding scientific hygienist who left a great scientific legacy and created his own school of hygienists of the Soviet period is Grigory Vitalievich Khlopin (1863-1929). A student of F. F. Erisman, he continued the best traditions of his teacher in improving and developing the experimental direction in hygiene. Upon completion of the natural sciences department,

co-mathematical faculty of St. Petersburg University and the medical faculty of Moscow University, he worked in the laboratory of F. F. Erisman, under whose leadership he defended his dissertation, improved abroad, headed the departments of hygiene at Yuryev University (1896-1903), at Odessa University (1903 -1904), at the Leningrad (formerly Women's) Medical Institute (1904-1929), simultaneously at the Institute for Advanced Medical Studies (1906-1918) and at the Military Medical Academy (1918-1929).

The creation of sanitary legislation and sanitary authorities of the Soviet Republic was largely associated with the name of A. N. Sysin, who wrote a number of works on disinfection and deratization.

Under his direct supervision, issues of air hygiene, water supply, planning and improvement of cities and workers' settlements, hospital hygiene, acclimatization, etc. were studied. His textbook on general hygiene was published several times. B 1930s The Scientific Research Institute of Sanitation and Hygiene was created in Moscow, renamed in 1956 into the Institute of General and Communal Hygiene of the USSR Academy of Medical Sciences. A. N. Sysina.

Among the most prominent Soviet hygienists is A. N. Marzeev, who headed the Ukrainian sanitary organization. With his direct participation, the first two-volume guide “Fundamentals of Communal Hygiene” was published in 1936, and in 1951 the textbook “Communal Hygiene” was published. In the development of municipal hygiene, an important role belongs to S. H. Cherkinsky and V. A. Ryazanov.

S. N. Cherkinsky was the first to formulate the idea of ​​hygienic criteria for the harmfulness of substances entering water bodies, and developed a methodological scheme for the hygienic study of the influence of harmful substances entering water bodies on the living conditions and health of the population. A significant contribution to solving issues of atmospheric air protection was made by Professor V. A. Ryazanov, who for the first time formulated the harmfulness criteria and principles of hygienic regulation of atmospheric pollution. He extensively studied the mechanisms of action of atmospheric pollution during their isolated and combined entry into the body, and developed methodological approaches to studying the effect of atmospheric pollution on public health.

An invaluable contribution to the development of municipal hygiene was made by professors A. N. Marzeev, Z. G. Frenkel, A. A. Minkh and others; in the field of occupational hygiene - M. S. Uvarov, V. A. Levitsky, A. A. Letavet, N. A. Vigdorchik, N. S. Pravdin and others; in the field of hygiene

nutrition - M. N. Shaternikov, I. P. Razenkov, O. P. Molchanova, B. A. Lavrov, A. A. Pokrovsky, K. S. Petrovsky and others; in the field of school hygiene - D. D. Bekaryukov, V. I. Bonch-Bruevich (Velichkina), A. V. Molkov and others; in the field of military hygiene - V. A. Uglov, F. G. Krotkov, N. F. Galanin, V. A. Vinogradov-Volzhinsky, P. E. Kalmykov, N. F. Koshelev and others.

Along with the above-mentioned founders of domestic hygiene, other prominent scientists and health care organizers should be mentioned, whose works contributed to the development of hygienic science. Thus, topical issues of atmospheric air hygiene are covered in the works of R. A. Babayants, K. A. Bush-tueva, M. A. Pinigin, issues of water supply hygiene in doctors S. V. Moiseev, S. M. Stroganov, S. M. Gracheva, I. I. Belyaev, V. M. Zhabotinsky, G. I. Sidorenko, G. N. Krasovsky, Yu. A. Rakhmanin. For the development of food hygiene, the studies of I. P. Razenkov, O. P. Molchanova, V. A. Lavrov, A. A. Pokrovsky, K. S. Petrovsky, A. P. Shitskova are of great value.

School hygiene as an experimental science began to develop simultaneously with the development of general hygiene from the middle of the nineteenth century. However, as a practical area of ​​activity, hygiene has a long history. As an empirical area of ​​knowledge, the hygiene of children, adolescents and young people has been known since the dawn of human history.

In Russia, the development of school hygiene, as well as general hygiene, proceeded in an original way, and the elements of hygiene were known to the Russian people in ancient times. It is known that our ancestors, even in ancient times, were seasoned and physically developed people. Our folk poetry in epics praises the remarkable feats of ancient Russian heroes, their strength and prowess. Epics about ancient Russian heroes - Ilya Muromets, Dobrynya Nikitich, Vasily Buslaevich and others - testify to the desire of our ancestors for hardening and physical strength. The purposes of hardening and developing physical strength at that time were archery, wrestling, swimming, horseback riding and other physical exercises. These means of instilling toughness and strength were one of the very significant factors that ensured the military successes of Kievan Rus in its fight against the Pechenegs and Byzantium.

With the formation of the Kyiv state, significant shifts in the direction of its cultural growth and development took place in the life of our people. Schools began to be created, but there is no information about sanitary and hygienic conditions, and most importantly, about their structure. It is only known that in some schools back in the XIII-XIV centuries. Meals were provided for children, even those who came.

Information about the construction of special school buildings dates back to the 17th century, when the Spassky School was founded in Moscow in 1665 by the enlightened figure of that time, Simeon of Polotsk. Judging by the record of the contract for the construction of a school building for this school, it is clear that it was relatively large, two floors, and had two classrooms, a dormitory for students and a teacher’s apartment. Even earlier, the founder of the Kyiv College, who had a strong influence on the development of education not only in Ukraine, but throughout Russia, Peter Mogila in 1635 laid the foundation and within several years built a large two-story building for the classes of this educational institution, and then the building for student dormitories. An idea of ​​these buildings is given by their images that have survived to this day.

In the 17th century In the Moscow state, alphabet books appeared, which contained not only educational material, but also school rules, instructions for teachers and various information about the internal routine of the school, the school regime and the life of teachers and students. All these materials are of exceptional hygienic interest.

The ABC books provide a number of instructions on personal hygiene for children and adolescents; in particular, upon getting up from sleep, it was suggested to wash your face, rinse your mouth and comb your hair. In one of the alphabet books we read:

In my house I got up from sleep, washed myself,
Wipe off the newly arrived pay with a good edge.

The alphabet books asked students to keep the premises clean, to clean them, in particular to wash tables and benches, to carefully remove hats and outerwear upon arrival at school, etc. They also gave instructions about heating school premises, supplying water to the school and the order of its use by students, etc. Advice was also given on the rules for seating students:

Don’t be caught up in each other’s closeness,
Don't touch your knees and forearms.

The fact that these hygienic instructions are given not in one of the alphabet books, but in many, suggests that elements of hygienic education of students took place in the schools of the Moscow state.

The famous Epiphany Slavinetsky, one of the most prominent Russian scientists of the 17th century, well acquainted with physiology and medicine, deserves mention. He wrote a wonderful work, “Citizenship of Children's Customs,” which is mainly devoted to the hygiene of children and their physical education. It mentions washing the neck, face, eyes, hair and dental care, clothing care, hygienic behavior during meals, children's diet, in particular drinking regimen, outdoor games, children's sleep, etc. Slavinetsky's essay only indicates that in Russia in the 17th century. Issues of hygienic culture occupied the leading figures of that time. Slavinetsky also has the merit of translating into Russian a solid medical work, “The Book of Medical Anatomy from Latin, from the book of Andrei Vesalius Bruxelisk.” This work was of great importance in the dissemination of medical and biological knowledge in Moscow in the 17th century.

Thus, in Russia back in the 16th-17th centuries. School hygiene ideas began to develop, and sanitary and hygienic measures were introduced into school practice. Meanwhile, most schools in Western Europe at that time were in poor sanitary condition. Usually gloomy monastery buildings and village huts were adapted for schools. In schools, as a rule, deadly cane discipline reigned, which disfigured children and affected their nervous system. Physical exercises and other hygiene measures were not carried out in most schools.

Advanced teachers of that time, in their works on the upbringing and training of the younger generation, put forward hygienic measures as the most important part of all educational work. Particularly important are the instructions of the famous Czech teacher Jan Amos Komensky, a contemporary of the Russian learned teachers - Simeon of Polotsk and Enifaniy Slavinetsky. In his remarkable work “The Great Didactics,” Comenius devoted a lot of space to presenting issues of physical development and health of the child’s body. Comenius’s thoughts on the need to alternate work and rest are extremely interesting and valuable. Speaking about human life, Comenius wrote: “A natural day has 24 hours; if applied to life we ​​divide it into three parts, then 8 hours will be spent on sleep, the same amount on external activities (namely: taking care of health, eating, dressing and undressing, reasonable rest, talking with friends, etc. ; finally, there will be another 8 hours left for serious work." It was obvious to Comenius' clear mind that health is the basis of all work and that when raising and teaching children, one of the most significant goals must be to take care of strengthening the health of the younger generation.

Comenius also wrote about food hygiene, hygiene of education, and the need to conduct school classes in the morning, as the most convenient “to avoid overwork of schoolchildren” and for better academic performance. Many of Comenius’ hygienic ideas are still valuable today.

Philosopher, physician and teacher John Locke was especially important in introducing hygienic ideas into pedagogy. His work “Thoughts on Education,” published in 1703, begins with a presentation and justification of childhood hygiene, with the section “Physical Education.” Locke was the first among doctors and teachers to give a theory of physical education of children and adolescents that corresponded to the level of hygienic knowledge of his time. At the same time, Locke did not limit the understanding of physical education to physical exercises and sports alone, but thought of it as a system of comprehensive hygienic influence on a growing organism in the conditions of its upbringing.

Locke also wrote about air hygiene, home hygiene, hardening the child’s body, clothing hygiene, food hygiene, etc. In the section “Mental Education,” Locke gave instructions on teaching hygiene, fencing, horse riding, and hygienic requirements for children’s and youthful entertainment and travel. Locke was the first to put forward the idea of ​​the need for a growing body to engage in physical labor, which he considered as a powerful means of education and health promotion. The following words of Locke are remarkable: “In speaking of health, I intend to talk to you not about how a doctor should treat a sick or frail child, but about what parents should do, without resorting to medicine, in order to preserve and increase health.”

However, neither Comenius, nor Locke, nor other leading figures of that time could turn the school of their time onto the path that they put forward. Physical education and hygiene measures were not carried out in most Western European schools of that time, with the exception of educational institutions in which children of the propertied classes of the population studied. Thus, Western Europe in the 16th - 17th centuries. in relation to the development of ideas of school hygiene and school sanitary practice, it lagged behind Russia. Russian scientists were distinctive and original creators in the field of developing hygienic ideas and introducing them into school practice.

The development of school hygiene in Russia has become especially noticeable since the beginning of the 18th century. Peter I, as the organizer of the estate-based Russian Empire, put forward as a priority state task the creation of estate-based and at the same time vocational educational institutions that could truly become centers of culture in the country. Hygienic measures, and especially medical and sanitary services for secondary educational institutions, in which the children of nobles, officials, merchants and clergy studied, have received significant development in Russia since the time of Peter I.

True, medical care for schools in Russia partially took place in the previous century. It is known that in many monasteries back in the 17th century. there were doctors and pharmacists and even hospitals. These same doctors and pharmacists served, along with the monks, sick students, especially those who were in a boarding school situation. But by legislative means, the mandatory presence of doctors at educational institutions was regulated by Peter I in 1721, when the “Spiritual Regulations”, compiled by a progressive figure and employee of Peter, Feofan Prokopovich, were published. In the section “College Houses” it was said: “It is appropriate to be in a seminary, a church, a pharmacy and a doctor.” Thus, the pharmacy and the doctor were placed on an equal footing with the church, which for that time was a very progressive factor, indicating recognition of the importance of the organization at educational institutions of medical care.

The Spiritual Regulations contain a number of hygienic instructions. Thus, it is said about the location of the academy and seminary that their place should be “not in the city, but off to the side in a cheerful place,” where there is no crowd noise. It also talks about the need to build a special school building according to the number of students. When building a school, it is mandatory to have a fenced plot of land with a garden. Walks in the garden were strictly regulated, study work alternated with rest. “Every day the seminarian will assign two hours for walking, namely at lunch and in the evening, and then it would not be free for anyone to study and have books in their hands, and the walk would be with honest and physical games in the summer in the garden, and in winter in one’s own same hut. For eating this is good for health and drives away boredom. And it’s even better to choose those who, with fun, give some useful instruction. Such, for example, is water navigation on regular ships, geometric dimensions, the structure of regular fortresses, and so on.”

In addition, the “Regulations” recommended once or twice a month, and especially in the summer, to organize excursions to the islands, fields, outside the city to “fun places” and “at least once a year to St. Petersburg.” Thus, recreational activities were combined with general educational ones.

School hygiene received further development in the second half of the 18th century. A large place in raising issues of protecting children's health and combating childhood morbidity and mortality belongs to the brilliant Russian scientist M.V. Lomonosov. In his work “On the Reproduction and Preservation of the Russian People,” he put forward a number of social and hygienic problems. In the reproduction and preservation of the people, according to Lomonosov, “the power and wealth of the entire state consists.” In this work, Lomonosov touched upon the issues of household hygiene, food hygiene, etc. He also came up with the idea of ​​the need to create an educational home that would train craftsmen and artisans, on the one hand, and, on the other, would be a means of combating child mortality.

Special merit in the development of school hygiene in Russia belongs to the statesman and teacher of the second half of the 18th century. I. I. Betsky. In the “General Plan of the Moscow Orphanage”, “Charter of the Educational Society of Noble Maidens”, “Plan of the Educational School for Merchant Children for Commerce” and other documents of that time, Betskoy developed in detail the issues of hygiene in relation to educational work, considering them as an organic component all pedagogical work. In all these guidance documents there are many different hygiene instructions. The staff of educational institutions intended for children of privileged classes of the population included doctors whose main responsibility was to “preserve the health” of students.

In 1766, Betsky published the first work on school hygiene in Russia: “A short instruction, selected from the best authors, with some physical notes on the education of children from birth to adolescence.” This work gives instructions on the hygiene of children from weaning to 5-6 years (clothing, food, prevention of dental diseases, feelings, sleep, child care, body movements). The section on children from 5 to 10 years old talks about clothing, food, sleep, maintaining health, medicines, smallpox vaccination, peace of mind, hygiene in teaching and punishments. This is followed by a section about children from 10-12 to 15-16 years old. This final section also contains material about clothing, food, drink, sleep, sensitivity, about hygienic requirements for education, in particular music, about passions, play, temperaments, hygiene at work, about the “dangerous consequences of love,” about tobacco, cleanliness and baths. Just the enumeration of the issues included in this work shows how comprehensively the issues of hygiene of children and adolescents were raised in it. Moreover, they were already covered by age. Although the title of this work contains a reference to the “best authors,” the essence of its content is an original work that reflected the successes of hygienic thought in Russian educational institutions. In the second half of the 18th century, a number of books and textbooks appeared in Russia both on issues of medicine and hygiene, and on the education of the younger generation, which also reflected hygiene issues. Thus, in the educational manual “On the positions of man and citizen, a book for reading in public city schools of the Russian Empire,” which was in its fifth edition by 1791, hygiene issues were outlined (part II “On caring for the body”: chapter I - “ On health”, chapter II - “On decency”).

In the 18th century Issues of school hygiene are developing not only in Russia, but also in Western Europe. The famous philosopher and teacher Jean-Jacques Rousseau in his work “Emile or on Education” gave many interesting ideas about hygiene. When raising children, he proceeded from the “nature” of the child and considered it necessary to take into account the age characteristics of children. Outlining the content of educational work in certain periods, Rousseau dwelt in detail on issues of hygiene and physical education. He based this work on hardening the body. He also raised the question of sex education for adolescents and young people, which he attributed to the last period of education, starting at the age of 15. Rousseau’s questions of hygiene of the child’s genital area were addressed at younger ages. Thus, he recommended avoiding tight clothing in children, which can adversely affect the child’s genitals.

Hygienic statements also took place in the pedagogical works of French materialists of the 18th century. Helvetius considered it necessary to develop the child’s body simultaneously with his mental development. Diderot particularly focused on the hygiene of children's mental work.

During the French Revolution, much attention was paid to school hygiene in public education projects, in particular, the question of the location of the school in relation to the place of residence of children was clearly raised, and for the first time in Western Europe, the need to introduce special school doctors in schools was raised. In this direction, Western Europe lagged behind Russia by 50-60 years, where the first doctors began to be introduced into educational institutions back in the 20s of the 18th century. It is interesting to note that in the draft curriculum for central schools, adopted by the Convention in 1794, hygiene was listed among the subjects. As you know, all these progressive projects remained unfulfilled.

It should be said about the hygienic and sanitary-pedagogical views of the famous Swiss teacher Pestalozzi, clearly expressed in his novel “Lingard and Gertrude”, as well as in other works. Pestalozzi put forward the requirement that certain rules be observed when placing children and boarding them. Taking into account the strengths of children depending on age, hygiene of education, personal hygiene of children, prevention of infectious diseases, good quality of air in school premises, etc. - these are the ideas that Pestalozzi based his pedagogical views and activities.

All this suggests that the ideas of school hygiene in the second half of the 18th and early 19th centuries. began to gradually gain recognition and be considered as an obligatory component of educational work. Progressive people of that time already realized the need for hygienic training of teachers, and in some places hygiene was introduced into the curriculum of teachers' seminaries.

In the 19th century in Russia, languishing in the shackles of the feudal-serf system, darkness, inequality and exploitation, issues of school hygiene became the subject of propaganda by such remarkable progressive people of the era as V. G. Belinsky, N. A. Dobrolyubov, D. I. Pisarev. V. G. Belinsky wrote: “The development of health and strength of the body corresponds to the development of mental abilities and the acquisition of knowledge.” He pointed out the need to keep in mind all aspects of upbringing: “tell children,” he wrote, “about neatness, about external cleanliness...” A well-educated child must be physically healthy, flexible, and dexterous. His face should reflect health, cheerfulness, liveliness, clarity. Belinsky considered excessive and premature development of children harmful, since “it harms health, the most precious of all the blessings of life.” Along with this, he considered unacceptable the one-sided development of the body to the detriment of intelligence. Belinsky paid special attention to the correct regimen of children and adolescents, nutrition, sleep and games.

N.A. Dobrolyubov pointed out that “any change in the body should be reflected in its brain.” Therefore, he attached great importance to strengthening the health of a growing organism and pointed to the role of gymnastics and physical labor as means of strengthening the body. Dobrolyubov deeply understood the essence of health. He wrote: “By health one cannot mean only a violation of the well-being of the body, but one must generally understand the natural harmonious development of the entire organism and the correct performance of all its functions.” Dobrolyubov believed that the mental development of a child is inseparable from his physical development, from the state of health of his body. The mental development of a child and teenager, according to Dobrolyubov, is inextricably linked with his physical development.

D.I. Pisarev also showed great attention to the issues of protecting and promoting the health of the younger generation. To strengthen the health of children, according to Pisarev, rational nutrition, labor education, gymnastics and hygiene in educational work are important. Pisarev attached particular importance to monitoring the health of students and sharply opposed the unhygienic conditions of school classes. With a feeling of bitterness, Pisarev wrote: “When we look at a weak, pale, lethargic and dull young man, we have the right to say with legitimate pride: “this is the work of our hands,” since the school does everything contrary to children’s nature and deprives children of even clean air.” . Pisarev was an ardent opponent of long-term classroom lessons, as they entail curvature of the spine and cause various chronic diseases.

One of Pisarev’s merits is the promotion of hygiene ideas and their importance in Russian society. In his article “School and Life,” which appeared in 1865, he wrote: “It is known that the best of modern doctors believe that all the efforts of a prudent person should not be aimed at repairing and caulking his body, like a fragile, leaky boat , but to arrange for yourself such a rational way of life in which the body would come into an upset position as rarely as possible and, therefore, would need repair as rarely as possible. Hygiene, or the study of those conditions that are necessary for maintaining health, is currently acquiring predominant importance in the eyes of every thinking and knowledgeable person. Complete disregard for hygiene is becoming less possible every year for all the most diverse sectors of the state economy.”

The famous surgeon and teacher N.I. Pirogov played a huge role in the development of school hygiene in Russia. He combined the education of a doctor with an outstanding calling as a teacher. As the head of education in the Kiev and Odessa educational districts, Pirogov introduced the basics of school hygiene into the system of educational work back in the 50s of the last century. He presciently argued that “the future belongs to preventive medicine.” Pirogov put forward the requirement to strictly individualize teaching and education methods and build them in accordance with the psychophysical nature of children. He considered it necessary to seriously study the psychophysical state of the child and young man and put forward to the teacher the requirement of daily care for the health and physical condition of students.

Even in the first quarter of the century, a number of gymnasiums had doctors. Under Pirogov, medical. service to secondary educational institutions was strengthened. Pirogov believed that a school doctor, especially if he works in closed educational institutions, should be a doctor-teacher. In his article “About Doctors-Teachers” he wrote: “I think that no one has as much right to occupy teaching positions in closed educational institutions as doctors. A doctor in a closed institution could at the same time usefully be an overseer of the moral side of students, and a teacher of the encyclopedia of medical sciences (in fact, hygiene) in the upper classes, and a doctor in a gymnasium hospital.”

N.I. Pirogov, being both a doctor and a teacher, delved deeply into the essence of educational work. His special merit lies in the fact that he closely linked school hygiene with the pedagogical process (in the broad sense of the word) in order to rationally resolve the main issues of organizing and conducting educational work among children, adolescents and youth.

The great Russian teacher K.D. Ushinsky attached great importance to physiology and hygiene in the education and upbringing of children. Thus, he wrote: “We are confident that education, when improved, can far expand the limits of human strength: physical, mental and moral.”

K. D. Ushinsky attached a special role to the influence of hygienic factors on mental activity. Ushinsky wrote the following about this: “The fresher the health, the more favorable the body’s attitude towards the outside world, the faster and more normal the vital functions function, the more favorable the mood on this side for the development of a feeling of joy. Everyone knows how much physical movement, and especially movement in the fresh air in the sunshine, contributes to the cessation of the sad mood of the spirit.”

K. D. Ushinsky highly appreciated gymnastics. He wrote about it this way: “Gymnastics, as a system of voluntary movements aimed at expedient changes in the physical body, is just beginning, and it is difficult to see the limits of its capabilities, its influence not only on strengthening the body and the development of certain of its organs, but also on preventing diseases and even curing them. We think that the time is not far when gymnastics will prove to be a powerful medical tool even in deep internal diseases.” Ushinsky was not a doctor, but despite this, his words turned out to be prophetic regarding gymnastics.

From the above brief historical background, we see that the best representatives of pedagogical theory and practice raised and tried to resolve and, to one degree or another, resolved the issues of school hygiene. But if in the first stages of its development the issues of school hygiene were posed in organic connection with all pedagogical work, then in the subsequent period there is a large gap between hygiene and the requirements of theoretical pedagogy. In schools for children of the ruling classes, there is an increase in hygienic requirements, while in schools for children of working people, these requirements have almost no place.

With the development in the 19th century. Physiology, physics, chemistry and microbiology began to develop general and school hygiene. School hygiene in the 19th century. received scientific substantiation, and the development of school hygiene issues became the work of hygienists. The first to scientifically raise the issues of school hygiene was professor of medicine I. P. Frank, who at one time worked as the director of the Medical-Surgical Academy in St. Petersburg, the author of the multi-volume work “The System of Perfect Medical Police,” the first volume of which appeared in 1779. The second volume, published in 1780, was dedicated to school hygiene and was called “On the protection of the health of student youth and on the supervision necessary in educational institutions.” This work covered issues of hygiene of the school building, hygiene of equipment and hygiene of educational work. From the middle of the 19th century. In-depth scientific development of individual issues of school hygiene began. In 1869, the famous pathologist Virchow raised the issue of morbidity among students in gymnasiums. The secondary school curricula and programs of that time were overloaded with educational material, and school hygiene was forced to combat this situation. Virchow presented a report in which he pointed out the high incidence of children, adolescents and young men of school age. He made these diseases dependent on the working conditions of the school and called them “school diseases.” Among them, he included visual impairment, primarily myopia, flushes and stagnation of blood in the cranial cavity (headaches and nosebleeds), curvature of the spine, lung diseases (tuberculosis, etc.), stagnation of blood and pelvic organs, causing circulatory disorders in the digestive organs, infectious diseases, damage to members, bruises, wounds, etc.

The founders of scientific hygiene in Russia were A.P. Dobroslavin, professor of the first department of hygiene at the Military Medical Academy in St. Petersburg, and F.F. Erisman, professor of the first department of hygiene at Moscow University. The scientific foundations of hygiene laid down by them later gave a lot for the development of scientific thought in the field of school hygiene, which they were personally involved in.

A.P. Dobroslavin considered the main tasks of hygiene to be “the study of the laws of strong physiological balance in the body under various conditions of social activity and the study of the most favorable conditions for the preservation and development of the productive forces of the body.” Dobroslavin spoke not only about the hygiene of human physical activity, but back in 1871 he put forward the need for a physiological and hygienic study of his mental activity and closely connected this issue with pedagogy. Dobroslavin also conducted in-depth research in the field of food hygiene of children and adolescents studying in closed educational institutions.

F. F. Erisman clearly established the goals of hygienic science. His achievements were especially great in the field of school hygiene. Even in his work “Professional Hygiene of Mental and Physical Labor,” F. F. Erisman paid a lot of attention to the issues of hygiene of children and adolescents and especially to the hygiene of their mental work. Erisman published many works on school hygiene; in particular, he developed a desk design, which is adopted in most of our schools with some improvements. He also developed a design for a model classroom.

In the 70s of the XIX century. In Russia, joint cooperation between hygienists and teachers intensified: it took place in pedagogical journals and at special congresses, meetings and exhibitions dedicated to issues of training and education. It is characteristic that the first scientific center on school hygiene in Russia arose within the walls of a pedagogical scientific institution, namely in the Pedagogical Museum of Military Educational Institutions, at which a school hygiene commission was created, which was later reorganized into a department. From the very beginning of its existence, the most prominent hygienists worked in it - A. P. Dobroslavin, F. F. Erisman, P. F. Lesgaft and others. As is known, all these figures were closely connected with the practice of teaching and raising children, adolescents and youth .

It is also important to note that this department of school hygiene of the pedagogical museum dealt not only with the hygiene of the school building and equipment, but also with the hygiene of educational work. The same department was in charge of physical education. An experimental study of student fatigue was also carried out for the first time in the school hygiene department of the Pedagogical Museum.

N.P. Gundobin, professor of pediatrics at the Military Medical Academy, author of the remarkable work “Peculiarities of Childhood,” rendered great service to the development of school hygiene in Russia. N.P. Gundobin has priority in the development of age-related morphology and physiology, which are the theoretical basis of school hygiene.

In 1905, a medical and sanitary unit was organized under the Ministry of Public Education, headed by professor of hygiene G.V. Khlopin. A school hygiene laboratory was created under her. In Russia at that time there were over 1,200 school doctors. School hygiene has invariably been presented as an independent section at international and all-Russian hygienic and pedagogical congresses, conventions and exhibitions.

In 1905, a comprehensive guide to school hygiene by the famous school health doctor D. D. Vekaryukov was published in Moscow as an appendix to the journal “Bulletin of Education.”

We have given only the main, most significant points from the history of school hygiene.

Research and scientific development of school hygiene issues before the October Socialist Revolution received very limited use in school practice. These school hygiene data were applied only in privileged educational institutions where children of the propertied classes studied: in cadet corps, lyceums, “institutes for noble maidens,” commercial schools and others; they were used to a lesser extent in state-owned gymnasiums and secondary schools and were almost completely absent in primary schools where children of working people studied. Rural, zemstvo and especially parochial schools, as well as most urban schools, did not satisfy the basic requirements of school hygiene.

Speaking in 1908 at a meeting of the Russian Society for the Protection of Public Health in the presence of members of the State Duma, the outstanding Russian physiologist Professor N. E. Vvedensky said: “The Ministry of Finance, wanting to generate income, established a wine monopoly, set up wonderful shops, while ours schools are located in stables. Do not base the state budget on the ruin of the people, on their drunkenness, on their demoralization, on their degeneration.” Under these conditions, the best efforts of advanced doctors and teachers to introduce hygiene into public schools were extremely difficult and had little success.

It is typical for school hygiene in capitalist countries that its requirements, although declared, are not implemented in schools where the children of working people study, or are carried out on a very limited scale in order to protect the propertied classes from epidemics. At best, school hygiene in capitalist countries limits its influence only within the school itself and leaves aside the living conditions of children, adolescents and young people outside of school, in the family, and in out-of-school institutions.

Conversation “Rules of personal hygiene”.

Tasks:

Expand the concept of “personal hygiene”;

Introduce pupils to the basic rules of personal hygiene;

Foster a culture of health and healthy lifestyle.

1. Organizational moment. Introduction to the topic of the conversation.

(Guess the riddle)

The river roars furiously

And breaks the ice.

The starling returned to his house,

And in the forest the bear woke up.

A lark trills in the sky.

Who came to us? (April).

Educator. April is fresh air, the time when the sun warms up. April is a wonderful month not only for active study, but also for improving health. It’s not for nothing that the planet celebrates a holiday every year on April 7"World Health Day".

What do you know about health?

World Health Day - conversation.

All-Russian Children's Health Day – It is held annually in our country on April 7. Our state is constantly concerned about the health of children. Health is the main value of human life.

Health is one of the sources of happiness and joy for every person and at the same time the property of the whole society; the need to take care of one’s health must be cultivated in a person. This happens in the family, in kindergarten and at school. While studying at school, you gain scientific knowledge that helps you better organize your healthy lifestyle, work properly, eat rationally, and rest properly.

A healthy lifestyle is associated with lifestyle choices regarding health, which presupposes a certain level of hygienic culture.

Personal hygiene . Personal – that is, each person follows these rules. Hygiene is those actions that, when performed, keep your body and home clean and do not get sick.

Educator. Guys, today we will get acquainted with a new topic. Read the words. (Personal hygiene of a schoolchild).

What do you think “personal hygiene” means?

- That’s right, personal hygiene for a schoolchild means taking care of your body and keeping it clean. We will find out today how important and necessary this is.

2. Reading and analysis of the poem by M. Stelmakh “The stork washes itself.”

On the water under the willow tree

The stork walks barefoot

Because this bird

I'm used to washing in the morning.

He touches the vine with his beak,

He shakes dew on himself.

And under the silver shower

He washes his neck cleanly, cleanly,

And he doesn’t whine: “Oh, trouble,

Oh, cold water!

What did the poet say about the stork?

What, guys, is a “body”?

What is our body covered with?

Examine the skin on your hands, notice that the skin is smooth, elastic, and can stretch with movement.

Skin is the body's reliable protection.

The skin evenly covers the entire body, but it is not only a shell, but a complex organ with many functions. The skin consists of three layers. The first layer is the outer shell on top, which protects our skin from damage. It contains pores through which the skin breathes. The second layer is the skin itself. It contains sebaceous and sweat glands. The skin contains blood vessels and nerves. Therefore, the skin is sensitive to cold, heat, pain. The third layer is subcutaneous fat. It protects the skin from bruises and retains heat.

Skin protects our body from disease. When we run, we get hot and beads of sweat appear on our skin. There is a thin layer of fat on the skin. If the skin is not washed for a long time, then fat and sweat accumulate on it, which trap dust particles. This makes the skin dirty, rough, and it stops protecting our body. Dirty skin can be harmful to your health. If you do not keep your skin clean, skin diseases may occur.

Skin care.

The main way to care for your skin is washing. Then dust, fat, sweat, and germs are removed from the skin. You need to wash your body 1-2 times a week. Scientists have calculated that washing with soap and a washcloth removes 1.5 billion germs from the skin.

Be sure to wash your face, arms, legs, neck, and armpit skin every day.

How to wash your face properly.

If you have normal skin, you should wash your face daily.

Wash your face with soap 2-3 times a week, since frequent washing with

soap degreases the skin.

You should not wash your face with cold water, as the blood vessels narrow and the skin becomes dry, pale, and flabby.

You cannot wash your face with very warm water all the time. Hot water cleanses the skin well, causes blood vessels to dilate, then the skin becomes weaker, the skin becomes flaccid.

You need to wash your face with either hot or cold water.

After washing, you need to dry your face thoroughly. Otherwise, the skin will become chapped and flaky.

Memo

1.Preparing for washing (soap, towel).

2. It is best to wash yourself undressed to the waist.

3.First, wash your hands well with soap and running water, check the cleanliness of your nails.

4.Then wash your face, ears, and neck with clean hands.

5. After washing, pat dry with a clean, dry towel.

Game "Guess the riddles"

Slipping away like something alive

But I won't let him out.

The point is quite clear:

Let him wash my hands. (Soap)

Hot and cold

You always need me.

Call me and I'll run

I will save you from illness. (Water)

When we eat, they work.

When we don't eat, they rest.

If we don't clean them, they'll get sick. (Teeth)

Bone back,

Stiff bristles

Goes well with mint paste,

Serves us diligently. (Toothbrush)

Guys, it is especially important to keep your hands clean. You take various objects with your hands: pencils, pens, books, notebooks, etc., grab door handles, touch various objects in the toilet rooms. All of these items have dirt on them, often invisible to the eye. With unwashed hands, this dirt first enters the mouth and then into the body. It is necessary to follow the “Rules of Personal Hygiene” and then you will be healthy.

Poem "It's good to know!"

Hygiene is very strict

We must always comply...

There's a lot of dirt under my nails,

Even though she is not visible.

Dirt is scary with germs;

Oh, they are insidious!

After all, they make them sick

People in a matter of days.

If you wash your hands with soap,

Then the germs quickly

Hiding strength under nails

And they look from under your nails.

And there are in the world,

As if we grew up in the forest,

Dull children:

They bite dirty nails.

Don't bite your nails, kids.

Don't put your fingers in your mouth.

This is the rule, believe me

It will only benefit you.

Guys, I hope that you will implement everything that we talked about.

Quiz “Rules of Personal Hygiene”.

Question No. 1What is personal hygiene?

Correct answer. Personal hygiene is taking care of your body and keeping it clean.

Question No. 2Why is it necessary to wash your hands before eating?

Correct answer. Dirty hands contain a large number of germs, which, if they get into the mouth with food, can cause illness.

Question No. 3Why do you need to wash your face, neck and hands much more often than your whole body?

Correct answer. A person's hands, face and neck are most susceptible to contamination, since they are not hidden by clothing. In addition, the face has a large number of sebaceous glands, and the sebum they produce is a good breeding ground for microbes.

Question No. 4Why do you need to cut your nails short?

Correct answer. Dirt and germs, the causative agents of infectious diseases, collect under the nails.

Question No. 5How many times a day should you wash your face?

Correct answer. You need to wash your face twice a day – in the morning after sleep and in the evening before bed.

Question No. 6How often should you wash your entire body and head?

Correct answer. The entire body and head should be thoroughly washed with soap and a washcloth at least once a week.

Question No. 7 How often should you wash your hands?

Correct answer. Hands should be washed several times a day - before eating, after visiting the toilet, coming from the street, after interacting with animals, that is, after any contamination.

Question No. 8 How often should you cut your fingernails and toenails?

Correct answer. Fingernails should be cut once a week, toenails once every two weeks.

Question No. 9How often should you wash your feet?

Correct answer. Feet should be washed once a day (daily before bed).

Every mother wants her baby to always be clean and tidy. The issue of child hygiene begins to worry parents especially when the child enters first grade and becomes more independent.

This is why many mothers begin to worry: will the baby forget? to wash hands before meals at school, after physical education and visiting the toilet, will he eat on time and leave the stuffy classroom for recess.

Today we will talk about the basic rules first-grader hygiene at home and at school , as well as how to instill hygiene skills in your baby.

A little about baby hygiene...

As is known, good habits It takes a long time for children to form. That is why you should teach your baby every day observe personal hygiene rules it can be difficult. But you should be patient and still teach your child to regularly brush his teeth, wash his hands, change clothes and perform other hygiene procedures. These skills will help your baby always be healthy.

The easiest way to teach a child hygiene is by example.

The easiest way to teach a child hygiene is by example. Encourage your child to brush their teeth morning and evening together so that your child knows that oral hygiene - this is a mandatory procedure not only for him, but also for the parents.

It would also be a good idea to explain to your child why he should wash his hands, and tell him about germs, bacteria and diseases that can arise from them. You can present this information to your child in a playful way or read him books about cleanliness, for example “Moidodyr”.

But! It is necessary to do all of the above much earlier than the time when the baby goes to school. By the time the child goes to school for the first time, basic hygiene skills should already be developed. During primary school age The parents' task is to control how the baby takes care of personal hygiene , and help the child learn those hygienic skills that he has not yet mastered (food hygiene skills, occupational hygiene skills).

Maria Savinova, pediatrician, homeopath: “By school age, hygiene skills should already be developed - washing hands before eating, after visiting the toilet, when returning home. It is advisable to give your child a pack of dry and wet wipes at school so that he can keep his hands clean there too.”

Important! Hygiene skills acquired in childhood remain for life. That’s why it’s so important to develop a desire for cleanliness in childhood.

What hygiene skills should a child learn by school age, and what skills will he still need to master?

First-grader hygiene rules: what a child should know

Personal hygiene

By the age of 6, the child must fully master all personal hygiene procedures. He must get used to them and do many of them without the help or reminders of his parents.

Oral hygiene. Children aged 6 years and older are recommended brush your teeth twice a day using toothpaste and your own toothbrush in the morning after breakfast and in the evening before bed. After each meal, it is necessary to teach your baby to rinse his mouth. By the age of 6, most children no longer forget on their own, without a reminder from their mother.

Hair care. A 6-year-old child can easily learn comb yourself . It is necessary to teach the child to do this twice a day, morning and evening. To do this, the baby must have his own comb. It wouldn't hurt to take a comb to school. If a girl has long hair, it is better if her mother helps her comb her hair and make a neat hairstyle (braid, ponytail). As for boys' hairstyles, they are recommended to cut their hair once every two months. It is very important to wash your hair on time. Depending on the oiliness of the hair, use baby shampoo 1 to 3 times a week. The mother should help wash the baby’s hair at this age. It will be very good if the mother begins to teach the child to wash his hair on his own.

Hand and nail hygiene. By the age of six, the child should clearly remember what to do before each meal, after visiting the toilet, and after returning from the street. He should not forget about this at school either. It is desirable that the school also have the opportunity wash your hands with soap under running water. If this is not possible, give your child wet and dry wipes with you, and let him clean his hands with their help. Also, about once a week or more often, depending on the characteristics of the baby, the mother should trim the child’s fingernails.

Genital hygiene. From the age of 6, it is necessary to teach your child to wash his genitals once or twice a day with warm water and soap. For these procedures, the child should also have a separate towel.

Body care. It is recommended that children aged 6 years old take a bath once a week and shower every evening. Of course, if the baby really loves to take a bath , and this doesn’t bother you, allow him to splash more often - 2-3 times a week. In the summer, you can invite your child to take a warm shower in the morning.

Clothing hygiene. The mother must ensure that the child's clothes are washed with a safe detergent. And the baby should be taught that underwear and socks need to be changed every day, and other clothes as they get dirty. It is also worth teaching your child to distinguish this very measure. From the age of six, you can gradually teach your child to wash his underwear and socks with his hands; this will become a habit, thanks to which the child will learn to value cleanliness.