Wigli in use at primary school 'de Ontdekking'
We have bought the Wigli at our school because we think it's an excellent stool that is
anticipating on the need of children to move.
It's developed for children who are having difficulties to sit still on their chair.
And we noticed that when children were using the stool and were able to move that they were more focussed on their work.
I really like it,
normally I was continuously moving on my own chair
but I prefer the Wigli because it's easier to move around.
Normally I wiggle from left to right with my own chair but now I'm also able to spin.
I'm really noticing that I'm working more focussed on my assignments.
There were quite a few collegeaus that were more or less fighting for the Wigli's when they arrived.
And they were most happy with the reduction of the noise level.
(because children who wiggle on their own chair are making a lot of noise)
We already had some alternative chairs
and we also have several children that need to wiggle but writing was very difficult,
but on the Wigli writing is not being hindered.
Because the lower part of the Wigli is fixated.
In the classroom I'm sitting on the Wigli and it enables me to wiggle during regular assignments
in the past that basicially wasn't possible because I made to much noise.
The Wigli doesn't make any noise and it doesn't squeak when I'm using it.
Because I'm not moving my entire body I'm still able to write perfectly.
My posture has changed on the Wigli
now I'm leaning more forward instead of leaning way backwards
with the risk of falling.
We noticed that children with concentration problems
in one way are having the need to move as well as a quiet surrounding to focus
and we are really noticing the benefits of active sitting to increase their concentration level.
We decided to use the Wigli
because it's really forcing children to sit actively on the stool.
At our school there is also an opportunity to move around in the classroom
and the combination with the with Wigli and active sitting is a perfect fit.
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