I'm excited to share important information about how to choose the right desk or school desk for your child. Let me start with a short story.
When I started first grade, I was lucky enough to sit at a real school desk – the kind that's now called "old-fashioned." My mother and grandmother also used desks like these. They looked bulky, but they were very comfortable to sit at. It was especially comfortable for writing and reading, thanks to the inclined desktop and footrest.

In second grade, these desks were replaced with new, modern ones. And studying immediately became uncomfortable: the new ones didn't have an incline, and I had to lean heavily over my notebook and textbook. I spent all four lessons in such a hunched position, quickly got tired, and my academic performance – both mine and many of my classmates' – declined.

And after second grade, almost all the children in my class were found to have spinal curvature during their medical check-up; some also had worsening eyesight. Meanwhile, my parents and grandmother walked with straight backs their whole lives, even though they didn't particularly exercise – they simply sat at proper desks for all ten years of school.
When I was designing the desk for the MAMA furniture collection, I first recalled those feelings of comfort. And I decided to create something similar, but not bulky – something modern, elegant, stylish, and, most importantly, functional.
My desk's tabletop lifts to a 30-degree angle for writing and a 40-degree angle for reading – these are the most comfortable and beneficial inclines for a child's body. At these angles, vision is not impaired, the spine does not curve, and the child gets less tired from studying. And the usual horizontal position of the tabletop is suitable for creative activities – modeling and crafts.

Enjoyment from studying at such a desk is guaranteed. My children did their homework at it, and now my grandson happily uses it too.
Pay attention to how your children sit during lessons, and choose only proper desks for them.
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