Abstract
SUMMARY The Alexander Technique has many advocates worldwide who stress its value as a means of addressing a range of physical ailments that result from poor posture, whether occupationally derived or habitual in nature. Less well publicised is the preventative dimension that stresses the importance of educating children to acquire better kinaesthetic awareness of balance and body movement. Some aspects of early schooling may have adverse effects on children's posture and the relative ignorance of many teachers about this matter may be a contributory factor. This paper reviews a range of material written about the topic and introduces briefly the theoretical principles underpinning Alexander's teaching. Issues in respect of the curriculum for young children and the awareness that teachers need to have to enable them educate young children about sound body use are flagged.
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