¿Cuáles son los motivos a favor de la reducción o eliminación del recreo en la escuela primaria?
La reducción de descansos para el recreo en las escuelas es una tendencia creciente en la educación primaria. Según indica un grupo de abogacía, "Casi el cuarenta por ciento de los 16.000 distritos escolares de la nación o ha modificado, ha quitado o está considerando quitar el recreo" (citado en NAECS/SDE, 2001, p. 1). "Distritos escolares en Atlanta, New York, Chicago, New Jersey, y Connecticut van optando por eliminar el recreo, aun hasta el punto de construir nuevas escuelas en sus distritos sin jardines de recreo" (Johnson, 1998, p. A1). Exigencias crecientes de subir las notas de exámenes y enseñar currículos más desafiadores se hallan entre los motivos mencionados por distritos escolares para eliminar el recreo. Algunas escuelas empiezan a implementar políticas de "no recreo" de acuerdo con la creencia que el recreo gasta tiempo que se emplearía mejor en actividades académicas (Johnson, 1998).
Además de la idea que la eliminación del recreo puede proveer tiempo adicional que los maestros pueden utilizar para mejorar el rendimiento académico de los estudiantes, algunas escuelas han eliminado el recreo por motivos de responsabilidad civil. Les preocupan las heridas y los pleitos legales que pueden resultar del juego al aire libre. Muchos administradores también se preocupan por el acceso de personas desconocidas a niños en las áreas de las escuelas y notan la escasez de maestros y voluntarios para vigilar el recreo (Svensen, 2000). Una conciencia creciente de la intimidación durante el recreo es otro factor causante que las escuelas consideran cuando disminuyen las oportunidades de los estudiantes de actividades no supervisadas (Svensen, 2000).
¿Cuáles son algunas de las teorías a favor de la programación del recreo como parte del día escolar?
El debate sobre la reducción de descansos para el recreo ha suscitado una discusión de las teorías utilizadas para apoyar la programación del recreo como parte del día escolar. Evans y Pellegrini (1997) sugieren que la literatura sobre el recreo puede clasificarse según tres teorías principales acerca de la necesidad de tiempo de descanso en la escuela: la Teoría de Energía Sobrante, la Teoría de Novedad, y la Hipótesis de la Madurez Cognitiva. Debería notarse que la investigación limitada que se trata del recreo no apoya definitivamente ninguna de estas teorías; no obstante, todas las tres incluyen la creencia que los niños vuelven del recreo más atentos y listos para enfocarse en las lecciones.
La Teoría de Energía Sobrante
Esta teoría sugiere que cuando los niños quedan sedentarios por espacios largos de tiempo se les aumenta la energía sobrante. La inquietud, la agitación, la concentración menguante y los comportamientos no enfocados en la tarea en general son indicios de que los niños necesitan un descanso. El recreo les ofrece a los niños una oportunidad de hacer ejercicio, satisfaciendo así su necesidad de "desahogarse." Según esta teoría, descrita por Evans y Pellegrini (1997), sólo después de soltar esta energía reprimida pueden los niños volver al salón de clase refrescados y listos para más trabajo. Aunque esta teoría goza de amplia aceptación, Smith y Hagan (1980), entre otros, sostienen que no hay ningún criterio independiente respecto a qué constituye la energía sobrante, y que la idea de un aumento de energía que se necesita soltar tiene poco sentido fisiológico. Evans y Pellegrini (1997) señalan que niños frecuentemente siguen jugando, aun después de estar agotados.
La Teoría de Novedad
Esta teoría propone que mientras las tareas de la clase llegan a interesarles menos, los niños llegan a estar menos atentos y necesitan un tiempo para jugar para introducir de nuevo la novedad (Evans y Pellegrini, 1997). Según esta teoría, los descansos para el recreo permiten a los niños la oportunidad de participar en actividades distintas de las lecciones académicas. Una vez que los niños vuelven a la clase, los estudiantes vuelven a percibir las tareas escolares como nuevas y originales.
La Hipótesis de la Madurez Cognitiva
Esta teoría sugiere que tanto niños como adultos aprenden más participando en tareas separadas por plazos de tiempo que en las concentradas en un solo plazo (Evans y Pellegrini, 1997). Según este modo de pensar, el recreo les ofrece a los estudiantes los descansos necesarios durante las lecciones para optimizar tanto su atención a actividades de la clase como su comportamiento relacionado al tiempo utilizado para realizarlas (Evans y Pellegrini, 1997; Pellegrini y Bjorklund, 1996).
¿Cuáles son los beneficios percibidos del recreo?
Observadores han señalado que el recreo podría ser el único momento en el día de un niño o una niña cuando tiene la oportunidad de hacer ejercicio, jugar juegos y relacionarse con los compañeros. Clements (2000) declara que por participar en estos tipos de actividades no estructuradas, los niños pueden desarrollar las habilidades sociales, emocionales, físicas y cognitivas que necesitan para tener éxito tanto en la escuela como en la sociedad.
Otros observadores sugieren que el aprendizaje se puede lograr en el jardín de recreo de una manera que no es posible en una clase estructurada. Un artículo de posición de la National Association for Sport and Physical Education (Asociación Nacional para el Deporte y la Educación Física) declara:
El recreo provee a niños un tiempo discrecional y oportunidades de participar en actividades físicas que les ayuda a desarrollar un cuerpo sano y el placer del movimiento. También permite a niños de primaria practicar habilidades de vida como la resolución de conflictos, la cooperación, el respeto por las reglas, turnarse, compartir, utilizar el lenguaje para comunicarse y la resolución de problemas en situaciones reales. Además, podría facilitar mayor atención y enfoque en el aprendizaje en el programa académico. (Council on Physical Education for Children [Consejo de la Educación Física para Niños], 2001)
Beneficios sociales
Tan temprano como el año 1901, teóricos educativos empezaron a hablar de los beneficios sociales del juego activo en el recreo como una preparación para la edad adulta y como beneficial para el desarrollo del niño (citado en Jambor, 1999). El jardín de recreo de la escuela era un lugar de práctica donde se fomentaban los juegos de competición, se permitía la experimentación con nuevas estrategias sociales, y se proveía un ambiente para el juego dramático (Jambor, 1999). Jambor sugiere que niños mejoran sus habilidades sociales durante el recreo al practicar las siguientes acciones:
- Compartir con los compañeros
- Cooperar
- Comunicarse con maestros y niños
- Resolver problemas
- Respetar las reglas del jardín de recreo
- Resolver los conflictos
- La auto-disciplina
Beneficios emocionales
El recreo podría servir de aliviar el estrés por permitir que los niños se desahoguen de las tensiones que se les hayan aumentado durante el día y por reducir la ansiedad que puede resultar de las presiones académicas. Newman y sus colegas (1996) sugieren que mediante las actividades de juego, los niños pueden aprender métodos valiosos para manejar el estrés relacionado con la escuela y la familia. Por este motivo, han considerado el tiempo de juego como posiblemente terapéutico.
La interacción no estructurada con los compañeros también podría mejorar el amor propio de un niño por ofrecer oportunidades de que "los niños aprendan acerca de sus propias habilidades, perseverancia, auto-dirección, responsabilidad y auto-aceptación. Empiezan a entender cuáles comportamientos resultan en la aprobación o la desaprobación de sus compañeros" (NAECS/SDE, 2001, p. 3). Este entendimiento es esencial para el desarrollo temprano de amistades. El jardín de recreo escolar provee un lugar en que los niños pueden cultivar amistades y segar los beneficios de relaciones nuevas. Newman, Brody y Beauchamp (1996) observan que este tipo de interacción entre compañeros fomenta el desarrollo del carácter tanto por mejorar la habilidad del niño de tomar mejores decisiones morales como por aumentar su conciencia de la responsabilidad social individual.
Beneficios físicos
Los problemas infantiles de salud ocasionados por la inactividad o la actividad insuficiente representan un problema creciente en los Estados Unidos. "La tasa de obesidad infantil en los Estados Unidos ha subido dramáticamente en estas últimas décadas" (Moran, 1999). Algunos estudios sugieren que los niños pueden reducir significativamente los riesgos a la salud con un simple aumento en la cantidad de tiempo que pasan haciendo ejercicio. Muchas escuelas primarias ofrecen clases de educación física (PE según sus siglas en inglés) como parte de su currículo normal, pero algunos estudios muestran que las clases de PE no son suficientes (Council on Physical Education for Children [Concilio sobre la Educación Física para Niños], 2001). La oportunidad de participar en actividades adicionales, como el juego del recreo, podría ayudar a aliviar o evitar posibles problemas de salud y es muy importante al desarrollo muscular y la coordinación de un niño. Algunos estudios han mostrado que el juego no estructurado, específicamente el juego al aire libre, fomenta la actividad física de una manera única. Por lo tanto, los niños sacan provecho tanto del recreo como de la educación física, pero ninguno puede sustituir el otro.
Beneficios cognitivos
Durante el recreo, las actividades de niños son frecuentemente exploratorias. Este tipo de experiencia estimula el desarrollo cognitivo de un niño de varias maneras. La investigación que estudia los efectos del juego social en el aprendizaje revela que el comportamiento en el juego alienta la creatividad, fomenta las habilidades de resolver problemas y mejora el vocabulario de un niño. Este puede poner en práctica en las lecciones y tareas de la clase las habilidades que ha aprendido en el jardín de recreo. La investigación sugiere que tal vez haya una correlación (pero no necesariamente una relación de causa y efecto) entre participar con compañeros en actividades no estructuradas de juego y notas mayores en exámenes de inteligencia (Saltz, Dixon, y Johnson, 1977).
Beneficios para maestros
Rara vez se menciona en la literatura, pero los maestros también sacan provecho de los descansos para el recreo. Aunque podrían tardar los maestros unos minutos en tranquilizar a su clase después del recreo, muchos observadores creen que los estudiantes prestan más atención a las lecciones y se disminuye el comportamiento interruptor después del descanso para el recreo. Por eso, algunos maestros consideran que el recreo es un elemento importante en el manejo de la clase (Bogden y Vega-Matos, 2000). Además, el recreo frecuentemente constituye un descanso para los maestros de la constante supervisión de los estudiantes. "Les ofrece un tiempo en que pueden asistir a reuniones, conversar con padres y preparar materiales del currículo para lecciones subsiguientes [...] Conforme aumentan los tamaños de clases, conforme se expande el currículo que se espera que los maestros enseñen y se hace más responsables a los maestros del progreso de los estudiantes en sus clases, estos descansos llegan a ser más importantes porque ofrecen una oportunidad breve de sentarse y evaluar los eventos del día" (Evans y Pellegrini, 1997).
Conclusión
Jarrett y Maxwell (2000) señalan que pocos estudios de investigación se enfocan en la necesidad del recreo o en su valor. La mayoría de los estudios relacionados con el recreo se enfocan en el valor de un descanso durante el día. Muchos estudios de investigación apoyan el valor educativo y para el desarrollo de las actividades no estructuradas de juego con compañeros durante los grados de la primaria, pero queda un tema de debate si este tipo de experiencia necesita formar parte del día escolar. Los beneficios sociales, emocionales y físicos del recreo tal vez valen más que el poco de tiempo que el recreo quita de las lecciones, aunque también podría argumentarse que las oportunidades del juego no estructurado podrían obtenerse durante el tiempo fuera de la escuela con amigos del vecindario o con hermanos.
Referencias
Bogden, J. F., y Vega-Matos, C. A. (2000). Fit, healthy, and ready to learn: A school health policy guide. Part I: Physical activity, healthy eating, and tobacco-use prevention. Alexandria, VA: National Association of State Boards of Education.
Clements, R. L. (Ed.). (2000). Elementary school recess: Selected readings, games, and activities for teachers and parents. Lake Charles, LA: American Press.
Council on Physical Education for Children. (2001). Recess in elementary schools: A position paper from the National Association for Sport and Physical Education [En línea]. Disponible: http://www.aahperd.org/naspe/pdf_files/pos_papers/current_res.pdf.
Evans, John, y Pellegrini, Anthony. (1997). Surplus energy theory: An enduring but inadequate justification for school break-time. Educational Review, 49(3), 229-336. (Revista de ERIC No. EJ556417)
Jambor, Tom. (1999). Recess and social development [En línea]. Disponible: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=39.Nota del Editor: Esta dirección de Internet ya no está activa.
Jarrett, Olga S., y Maxwell, Darlene M. (2000). What research says about the need for recess. En R. L. Clements (Ed.), Elementary school recess: Selected readings, games, and activities for teachers and parents. Lake Charles, LA: American Press.
Johnson, Dirk. (1998, April 7). Many schools putting an end to child's play. New York Times, pp. A1, A16.
Moran, Rebecca. (1999). Evaluation and treatment of childhood obesity. American Family Physician [En línea]. Disponible: http://www.aafp.org/afp/990215ap/861.html.
National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE). (2001). Recess and the importance of play: A position statement on young children and recess [En línea]. Disponible: http://naecs.crc.uiuc.edu/position/recessplay.html. (Documento de ERIC No. ED463047)
Newman, Joan; Brody, Pamela J. y Beauchamp, Heather M. (1996). Teachers' attitudes and policies regarding play in elementary schools. Psychology in the Schools, 33(1), 61-69. (Revista de ERIC No. EJ531984)
Pellegrini, Anthony D. (1995). School recess and playground behavior. Albany: State University of New York. (Documento de ERIC No. ED379095)
Pellegrini, Anthony D. y Bjorklund, David F. (1996). The role of recess in children's cognitive performance. Educational Psychologist, 31, 181-187.
Ramsburg, Dawn. (1998). No-recess policies being implemented in U.S. school districts. Parent News [En línea], 4(7). Disponible: http://library.adoption.com/Education/No-Recess-Policies-Being-Implemented-in-US-School-Districts/article/3811/1.html
Saltz, E., Dixon, D. y Johnson, J. (1977). Training disadvantaged preschoolers on various fantasy activities: Effects on cognitive functioning and impulse control. Child Development, 48(20), 367-380. (Revista de ERIC No. EJ164702)
Smith, P., y Hagan, T. (1980). Effects of deprivation of exercise play in nursery school children, Animal Behaviour, 28, 922-928.
Svensen, Ann. (2000). A recess for recess? [En línea]. Disponible: http://familyeducation.com/article/print/0,1303,1-3496,00.html?obj_gra.Nota del Editor: Esta dirección de Internet ya no está activa.
Recursos en el Web (en inglés a menos que se indique lo contrario)
El recreo en la escuela primaria: ¿Qué indica la investigación?
http://ceep.crc.uiuc.edu/eecearchive/digests/2002/jarrett02s.html
en inglés: Recess in Elementary School: What Does the Research Say?
http://ceep.crc.uiuc.edu/eecearchive/digests/2002/jarrett02.html
Elementary
School Recess: Then and Now
(El recreo en las escuelas primarias: En el pasado y ahora)
http://www.endeavor.ocps.net/Handbook/handouts/elementary_school_recess.pdf Nota del Editor: Esta dirección de Internet ya no está activa.
Is Recess A
Necessity or Hindrance?
(El recreo: ¿Necesidad o estorbo?)
http://www.bellaonline.com/articles/art7428.asp
Recess: Necessity
or Nicety?
(El recreo: ¿Necesidad o niñería?)
http://www.educationworld.com/a_issues/issues/issues180.shtml
All Work, No
Play at School
(Solo trabajo sin nada de juego en la escuela)
http://www.csmonitor.com/1998/0311/031198.feat.feat.2.html
The Developmental
and Educational Significance of Recess in Schools
(El significado educativo y para el desarrollo del recreo en las
escuelas)
http://cehd.umn.edu/ceed/publications/earlyreport/spring02.htm
IPA/USA Newsletter
On-line (Boletín informático de IPA/ USA en línea)
http://www.ipausa.org/newsletters.html
National Center
for Education Statistics. Spring Teacher Questionnaire A (pp. 39-40
includes recess statistics)
(Centro Nacional de la Estadística Educativa. Cuestionario
A primaveral para maestros-pp. 39-40 abarcan estadísticas
del recreo)
http://nces.ed.gov/ecls/pdf/kindergarten/springteachersABC.pdf
On the Elimination
of Recess (Sobre la eliminación del recreo)
http://www.edweek.org/ew/articles/1998/06/10/39schult.h17.html
Nota del Editor: Este sitio de Internet ha cambiado a otra dirección:http://www.edweek.org/ew/articles/1998/06/10/39schult.h17.html?print=1Registro (gratis) requirido.
Recess in Elementary
Schools (El recreo en las escuelas primarias)
http://www.aahperd.org/naspe/pdf_files/pos_papers/current_res.pdf
Should Schools
Take a Break from Recess?
(¿Deberían las escuelas tomar un descanso del recreo?)
http://www.educationworld.com/a_admin/admin/admin088.shtml
The Value of
School Recess and Outdoor Play
(El valor del recreo y el juego al aire libre en la escuela)
http://www.naeyc.org/resources/eyly/1998/08.pdf
The Importance of Play (Importancia del juego)
http://www.ascd.org/portal/site/ascd/template.MAXIMIZE/menuitem.1eb2de47
d88dcd98dd1b2110d3108a0c/?javax.portlet.tpst=d5b9c0fa1a493266805516f7
62108a0c_ws_MX&javax.portlet.prp_d5b9c0fa1a493266805516f762108a0c_view
Recursos de ERIC
Cómo obtener documentos de ERIC y artículos de revistas:
Las referencias identificadas por ED (documento de ERIC), EJ (periódico de ERIC) o por un número PS se citan en la base de datos ERIC. El texto completo de algunos documentos de ERIC (citaciones identificadas por un número ED) se ofrece sin costo en el sitio Web de ERIC: http://www.eric.ed.gov. Los artículos de periódicos están disponibles del periódico original, por medio de servicios de préstamos entre bibliotecas, o de servicios de reproducción de artículos.
Búsqueda en la base de datos de ERIC utilizando "recess breaks" (descansos del recreo) como "descriptor"
Si le gustaría
llevar a cabo sus propias búsquedas gratuitas de la base
de datos ERIC por medio del Internet, sírvase ir a http://www.eric.ed.gov/ERICWebPortal/Home.portal?_
nfpb=true&_pageLabel=ERIC_Search.
Recess Breaks
ERIC database search through 6/2004
ED478468 PS031382
Title: The Rewards and Restrictions of Recess: Reflections on Being a Playground Volunteer.
Author(s) O'Brien, Leigh M.
Pages: 15
Publication Date: April 2003
Notes: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Opinion papers (120); Speeches/meeting papers (150)
Geographic Source: U.S.; New York
Journal Announcement: RIEMAR2004
Target Audience: Administrators; Practitioners; Teachers
Based on the experiences of a participant observer (weekly playground volunteer) over the course of one school year, this paper recounts the experiences of first through third graders during recess and discusses the importance of outdoor play for providing children an opportunity to speak and act unfettered by adult expectations, thereby promoting a peer culture defining itself in opposition to official school structures. The narrative, viewed as a means of bearing witness to perceived or experienced injustices, follows a diary format and discusses issues related to children's outdoor play, including the types of games children play and their social interactions, concerns about control and liability masquerading as concerns for children's safety, the need to develop environmental values, the meaning of teachers' absence during recess, and restrictions on rough and tumble play. Responses during interviews with a convenience sample of children revealed that the children loved the openness and social dimension of playground activities but did not like being teased or restricted. Children's attempts to resist being disciplined and being controlled are interpreted not as an attempt to escape from oppression, but rather as ways to provide opportunities to remake one self. Benefits of recess for children's sense of agency, self expression, and problem solving are described. The paper emphasizes the need to provide high-quality recess experiences and the role of societal values in creating a restrictive play environment, thereby placing the question of recess within the larger context of questions regarding the purpose of education and the role of adults in children's education. (Contains 32 references.) (KB)
Descriptors: *Adult Child Relationship; Childhood Attitudes; Childhood Needs; Discipline; Elementary Education; *Elementary School Students; Outdoor Activities; Participant Observation; Personal Narratives; Physical Development; Playground Activities; *Power Structure; *Recess Breaks; School Role; Social Development; Teacher Role; *Values Education
Identifiers: Play Learning
EJ675917 CG560931
Title: Effects of Recess on the Classroom Behavior of Children with and without Attention-Deficit Hyperactivity Disorder.
Author(s) Ridgway, Andrea; Northup, John; Pellegrin, Angie; LaRue, Robert; Hightshoe, Anne
Source: School Psychology Quarterly, v18 n3 p253-68 Fall 2003
Publication Date: 2003
ISSN: 1045-3830
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJMAR2004
Study evaluated effects of traditional recess on subsequent classroom behavior of children diagnosed with Attention Deficit Hyperactivity Disorder. Results showed that levels of inappropriate behavior were consistently higher on days when participants did not have recess. Optimal recess period(s) may potentially promote academic achievement by increasing on-task behavior or academic engaged time. (Contains19 references and 2 figures.)
Descriptors: Academic Achievement; Attention Deficit Disorders; Behavior Patterns; *Behavior Problems; Hyperactivity; *Recess Breaks; *Student Behavior; Time on Task
EJ664142 CG559936
Title: The Relationship between Children's Self-Reported Recess
Problems, and Peer Acceptance and Friendships.
Author(s) Doll, Beth; Murphy, Patrick; Song, Samuel Y.
Source: Journal of School Psychology, v41 n2 p113-30 Mar-Apr 2003
Publication Date: 2003
ISSN: 0022-4405
Language: English
Document Type: Information Analysis (070); Journal articles (080);
Reports--
Research (143)
Journal Announcement: CIJAUG2003
Investigates the nature of children's self-reported recess problems and the degree to which these were correlated with children's peer acceptance and mutual friendships. Modest relations were reported between inclusion recess problems and children's mutual friendships and peer acceptance. Results suggest that self-reported recess problems are a distinct construct from traditional research measures of peer acceptance and friendships. (Contains 63 references and 6 tables.) (GCP)
Descriptors: *Children; Elementary Education; *Friendship; *Peer Acceptance; Peer Relationship; *Recess Breaks; Self Report
EJ663716 SP530800
Title: Supervision + Recess = Injury Prevention.
Author(s) Olsen, Heather M.; Hudson, Susan D.; Thompson, Donna
Source: Our Children, v27 n6 p10 Apr-May 2002
Publication Date: 2002
ISSN: 1083-3080
Language: English
Document Type: Guides--Non-classroom (055); Journal articles (080)
Journal Announcement: CIJJUL2003
As schools try to do more with less, many PTAs are working with school officials to help improve the school environment. Playground safety is one area where PTAs can make a difference. For example, PTAs can work with schools to schedule volunteers to help with recess supervision. They can also teach children the rules of the playground and how to avoid unsafe situations. (SM)
Descriptors:
*Accident Prevention; Elementary Education; *Injuries; Parent School
Relationship; Playground Activities; *Recess Breaks; *School Safety;
*Supervision
Identifiers: *Parent Teacher Association
EJ653711 EC630779
Title: Action Research during Recess: A Time for Children with Autism
To Play and Learn.
Author(s) Schoen, Sharon F.; Bullard, Megan
Source: TEACHING Exceptional Children, v35 n1 p36-39 Sep-Oct 2002
Publication Date: 2002
ISSN: 0040-0599
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJFEB2003
This article
discusses an action research project that targeted the social interaction
skills of seven students (ages 5-7) with autism. Through group games
at
recess and award stickers each day for playing the games, children
increased their participation in the games, learned new games, and
demonstrated good sportsmanship. (Contains 10 references.) (CR)
Descriptors: Action Research; *Autism; *Childrens Games; Classroom Techniques; Elementary Education; *Interpersonal Competence; Peer Relationship; *Play; *Recess Breaks; *Social Development
ED463047 PS030138
Title: Recess and the Importance of Play. A Position Statement on
Young Children and Recess.
Author Affiliation: National Association of Early Childhood Specialists
in State Departments of Education.(BBB25995)
Pages: 15
Publication Date: 2001
Available from: EDRS Price MF01/PC01 Plus Postage.
Availability: NAECS/SDE, Center for At-Risk Education, Colorado
State Department of Education, 201 E. Colfax Avenue, Rm. 408, Denver,
CO 80203. Tel: 303-866-6674; Fax: 303-866-6662.
Language: English
Document Type: Opinion papers (120)
Geographic Source: U.S.; Colorado
In this position statement, the National Association of Early Childhood Specialists in State Departments of Education asserts that recess is an essential component of education and that preschool and elementary school children must have the opportunity to participate in regular periods of active, free play with peers. The statement summarizes research on the benefits of recess and play on social, emotional, physical, and cognitive development; delineates current concerns about the elimination of recess by many schools; and offers recommendations about recess and the young child. Recommendations include the following: (1) support policies that require recess time to be part of the preschool and elementary school curriculum; and (2) support research and professional development that facilitate every educator's skills in observation and assessment of the developmental growth of children through the play process. Appended to the statement are a position paper from the National Association for Sport and Physical Education on recess in elementary schools, and a statement on the value of school recess and outdoor play from the National Association for the Education of Young Children. (Contains 40 references.) (EV)
Descriptors:
Child Development; *Childhood Needs; Cognitive Development; Elementary
Education; Emotional Development; Outdoor Activities; Physical Activities;
Physical Development; Play; Playground Activities; *Position Papers;
Preschool Education; *Recess Breaks; Social Development; *Young
Children
Identifiers: *National Association Early Childhood Specialists
EJ641707 PS532535
Title: The Silencing of Recess Bells. Issues in Education.
Author(s): Kieff, Judith
Source: Childhood Education, v77 n5 p319-20 Annual Theme 2001
Publication Date: 2001
Notes: Annual theme issue: "The Global Village: Migration and
Education."
ISSN: 0009-4056
Language: English
Document Type: Journal articles (080); Opinion papers (120)
Presents evidence that allowing time for recess or playground activities can yield immediate and long-term benefits for children. Maintains that breaks between cognitive tasks support learning and that play adds to educational quality. Concludes that administrators, teachers, and parents should collaborate to create an environment that promotes high-quality recess experiences. (KB)
Descriptors: Educational Trends; *Elementary Education; *Middle Schools; Play; *Playground Activities; *Recess Breaks; School Safety; Student Needs
EJ636500 CE538614
Title: The Fourth R: Recess and Its Link to Learning.
Author(s): Waite-Stupiansky, Sandra; Findlay, Marcia
Source: Educational Forum, v66 n1 p16-25 Fall 2001
Publication Date: 2001
Notes: Theme: Educating the Young Learner.
ISSN: 0013-1725
Language: English
Document Type: Information Analysis (070); Journal articles (080)
Review of research on recess shows how its presence or absence affects children's brain development, health and physical development, attention, memory, social and emotional adjustment, language development, and classroom behavior. Despite demonstrated benefits, recess is endangered by pressures on schools to increase achievement. (Contains 52 references.) (SK)
Descriptors: Children; *Cognitive Development; Early Childhood Education; Language Acquisition; *Physical Activities; *Recess Breaks; Socialization
EJ635822 RC514937
Title: Where Do the Children Play?
Author(s): Kilty, Katie
Source: Zip Lines: The Voice for Adventure Education, n43 p12-16
Sum 2001
Publication Date: 2001
Notes: Theme issue title: "Adventure and the Moral Development
of Youth."
ISSN: 1529-5982
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Adventure programs and philosophies can be an effective means for realizing violence prevention programming goals. Collaborative, noncompetitive activities help children develop a heightened sense of empathy and perspective, create and apply supportive behavioral norms, and in turn, improve conduct and climate in schools. Sample programs include the peaceable playground and diversity retreat. (TD)
Descriptors:
*Adventure Education; *Conflict Resolution; Cross Age Teaching;
Elementary Secondary Education; Empathy; Group Activities; Parent
Participation; Play; *Playground Activities; *Prevention; *Recess
Breaks; *Violence
Identifiers: *Noncompetitive Games
EJ616841 PS531117
Title: Why Recess?
Author(s): Tyler, Vernelle
Source: Dimensions of Early Childhood, v28 n4 p21-23 Fall 2000
Publication Date: 2000
Notes: Theme Issue Topic: "Children's Play."
ISSN: 1068-6177
Language: English
Document Type: Journal articles (080); Opinion papers (120); Reports--Descriptive
(141)
Describes recent reductions or elimination of recess at the elementary school level. Discusses the benefits of recess for children's intellectual, social, emotional, and physical development. Argues that recess has educational and social values and should not be eliminated from the school day. (KB)
Descriptors: Elementary Education; Elementary School Students; *Outdoor Activities; *Play; *Recess Breaks; School Recreational Programs; Student Needs
EJ608108 EC625049
Title: Physical Activity of Children with and without Mental Retardation
in Inclusive Recess Settings.
Author(s): Lorenzi, David G.; Horvat, Michael; Pellegrini, Anthony
D.
Source: Education and Training in Mental Retardation and Developmental
Disabilities, v35 n2 p160-67 Jun 2000
Publication Date: 2000
ISSN: 1079-3917
Language: English
Document Type: Journal articles (080); Reports--Research (143)
A study compared physical activity levels of 17 typical elementary school children and 17 with mental retardation in inclusive recess settings. Boys with mental retardation demonstrated higher activity counts and heart rates than boys without mental retardation while no group differences were apparent on an observational checklist. (Contains references.) (Author/CR)
Descriptors: Check Lists; Elementary Education; *Inclusive Schools; *Mental Retardation; *Physical Activities; *Playground Activities; *Recess Breaks; Recreational Activities
ED441802 SP039260
Title: Help! It's an Indoor Recess Day.
Author(s): Novak, Dori E.
Pages: 84
Publication Date: 2000
ISBN: 0-7619-7528-4
Available from: EDRS Price MF01 Plus Postage. PC Not Available from
EDRS.
Availability: Corwin Press, Inc., A Sage Publications Company, 2455
Teller Road, Thousand Oaks, CA 91320-2218. Tel: 805-499-9734; Fax:
800-4-1-24665 (Toll Free); e-mail: order@corwinpress.com; Web site:
http://www.corwinpress.com.
Language: English
Document Type: Guides--Non-classroom (055)
Geographic Source: U.S.; California
Target Audience: Practitioners; Teachers
This book provides a collection of easy-to-implement ideas and creative strategies designed to help teachers manage indoor recess by developing temporary playrooms. Chapter 1 helps teachers make a good assessment of the present situation. Chapter 2 encourages teachers to take heart, no matter how frustrated they may have been in the past, and consider a new way of looking at the situation. Chapter 3 introduces a four-corners, step-by-step approach to managing indoor recess. Chapters 4, 5, and 6 explain how to accommodate different play styles and interests by creating special areas that are stocked with rainy day activities (engrossing games, creative pursuits, and quiet activities). Chapter 7 discusses a special area of the room, called the time-out corner, where children who have temporarily lost control of themselves can regain composure with dignity. Chapter 8 explains how the teacher can introduce the new system to students, monitor implementation, and correct any problems. Chapter 9 provides a variety of ideas for additional activity areas, with suggestions for their location, setup, and use. Chapter 10 takes a more in-depth look at what it takes to keep the system fresh and fun over time. (SM)
Descriptors: Childrens Games; Creative Activities; Elementary Education; *Play; *Recess Breaks; *Recreational Activities
EJ604580 CG555154
Title: Enhancing Social Skills through School Social Work Interventions
during Recess: Gender Differences.
Author(s): Butcher, Dawn Anderson
Source: Social Work in Education, v21 n4 p249-62 Oct 1999
Publication Date: 1999
ISSN: 0162-7961
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Recess serves as a prime example of an underused social work intervention opportunity in schools. Describes and evaluates a recess-based social skill intervention that targets elementary-aged school children and their behaviors on the playground. Explores program effectiveness by examining behaviors from before and during the program. Examines gender differences. (Author/MKA)
Descriptors: Behavior Problems; Educational Environment; Elementary Education; Interpersonal Competence; *Intervention; *Recess Breaks; School Social Workers; *Sex Differences
EJ590140 PS529486
Title: Helping Primary School Children Work Things Out during Recess.
Author(s): McDermott, Kathleen
Source: Young Children, v54 n4 p82-84 Jul 1999
Publication Date: 1999
ISSN: 0044-0728
Language: English
Document Type: Guides--Non-classroom (055); Journal articles (080)
Notes that recess in elementary education is filled with struggles and crises; presents suggestions for playground education and guidance. Suggests that teachers can implement children's prosocial playground behavior by presenting a repertoire of acceptable games to play and tools for game organization, providing support on the playground, keeping environment aligned with children's needs, and using the class-meeting framework. (LBT)
Descriptors:
Childrens Games; Elementary Education; Elementary School Teachers;
Play; Playgrounds; *Prosocial Behavior; *Recess Breaks; Teacher
Student Relationship
Identifiers: Playground Design
ED427482 EC307053
Title: Recess in Elementary Schools: Implications for Children Who
Have Disabilities.
Author(s): McClure, Cheryl; Kinnison, Lloyd R.
Pages: 29
Publication Date: 1999
Available from: EDRS Price MF01/PC02 Plus Postage.
Language: English
Document Type: Information Analysis (070)
Geographic Source: U.S.; Texas
This paper reviews historical aspects of play, issues about recess time, and implications for children who have disabilities. It also describes the need for research to acquire information from stakeholders. Play is pleasurable, enjoyable, intrinsic, and the active base for cognitive, social, motor, and language development in children. Experienced gained during the practice of certain activities during play increases the efficiency with which the same responses will be performed in maturity. Recess is important in allowing students with disabilities to interact with their typical peers and in providing the opportunity to express experiences, learn by trial and error to cope with the actual world, develop creativity, address deficits or delays in language development, and strengthen sensory abilities. Options for play advocates intent on saving recess and play time in schools are provided and include: (1) alter the purpose of public schools so that experimental or existential learning is valued; (2) accept the current purpose of schools and call for more research on play's role in student academic outcomes; or (3) select and defend only those play interventions that research have shown already to be achievement producing. (Contains 52 references.) (CR)
Descriptors: *Child Behavior; Children; Creative Development; *Disabilities; Educational Development; Educational History; Elementary Education; Intervention; Outcomes of Education; *Peer Relationship; *Play; Playground Activities; *Recess Breaks; *Recreational Activities; Research Needs; Social Development
EJ584820 SO531155
Title: What Do We Know about Breaktime? Results from a National
Survey of Breaktime and Lunchtime in Primary and Secondary Schools.
Author(s): Sumpner, Clare; Blatchford, Peter
Source: British Educational Research Journal, v24 n1 p79-94 Feb
1998
Publication Date: 1998
ISSN: 0141-1926
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Observes that student breaktimes are often seen as problems by teachers and that there are signs that breaktime is being reduced; however, breaktimes may have important social value for students. Reports on the results of a national survey in the United Kingdom about breaktime and teacher perceptions of its value. (DSK)
Descriptors:
*Children; Elementary Secondary Education; Foreign Countries; National
Surveys; *Recess Breaks; *Social Development; *Teacher Attitudes;
*Time Management
Identifiers: United Kingdom
EJ556417 CE531970
Title: Surplus Energy Theory: An Enduring But Inadequate Justification
for School Break-Time.
Author(s): Evans, John; Pellegrini, Anthony
Source: Educational Review, v49 n3 p229-36 Nov 1997
Publication Date: 1997
ISSN: 0013-1911
Language: English
Document Type: Information Analysis (070); Journal articles (080)
Although school
break times have been justified by children's need to release surplus
energy, research findings show little support for this theory. Restlessness
and inattentiveness may be attributable to boredom. Regular breaks
can be justified for other reasons. (SK)
Descriptors:
*Attention Span; Children; Elementary Education; *Play; *Recess
Breaks
EJ552764 PS527097
Title: The Neglect of Playtime: A Review of the Literature.
Author(s): Towers, Jenny
Source: Early Child Development and Care, v131 p31-43 Apr 1997
Publication Date: 1997
ISSN: 0300-4430
Language: English
Document Type: Information Analysis (070); Journal articles (080)
This review of school playtime literature finds that school play has gained serious recognition only in the last decade; that recognition generally falls into two camps, the romantic view (emphasizing what children learn and enjoy at playtime) and the problematic view (emphasizing issues such as bullying, disruptive behavior, and gender inequalities); and that children's perceptions of play need investigation. (EV)
Descriptors: Educational Research; Literature Reviews; *Play; Playground Activities; Playgrounds; *Recess Breaks; School Activities; *School Recreational Programs
EJ550995 PS526976
Title: Helping Primary Children with Recess Play: A Social Curriculum.
Author(s): Thompson, Susan; Knudson, Paula; Wilson, Darlene
Source: Young Children, v52 n6 p17-21 Sep 1997
Publication Date: 1997
ISSN: 0044-0728
Language: English
Document Type: Guides--Classroom--Teacher (052); Journal articles
(080)
Advocates the use of recess meetings to help children succeed socially. Describes case studies of use of recess meetings in a first- and third-grade class, showing how teachers got to know each child better, and detailing how children were better able to express ideas, share experiences, voice concerns, solve problems, and laugh. (Author/SD)
Descriptors:
*Meetings; Outdoor Education; *Play; *Playground Activities; *Playgrounds;
Primary Education; *Recess Breaks; Social Adjustment; *Social Development;
Social Experience
Identifiers: *Play Learning
ED405373 TM026222
Title: A Time To Learn, a Time To Play: Premack's Principle Applied
in the Classroom.
Author(s): Geiger, Brenda
Pages: 12
Publication Date: October 1996
Notes: Paper presented at the Annual Meeting of the Northeastern
Educational Research Association (October 2-5, 1996). Submitted
for publication as an article in "American Secondary Education."
Available from: EDRS Price MF01/PC01 Plus Postage.
Availability: American Secondary Education, Ashland University,
401 College Avenue, Ashland, OH 44805.
Language: English
Document Type: Reports--Research (143); Speeches/meeting papers
(150)
Geographic Source: U.S.; New Jersey
Free time is the natural medium through which youngsters express themselves and develop motor, cognitive, and social skills. Nevertheless, free play on the playground is rarely used in the school as a means of enhancing students' motivation to learn. This study uses play as an application of Premack's principle (D. Premack, 1965) to the classroom. The principle states that a preferred behavior may be an effective reinforcer of a less preferred activity. It shows that taking middle school and junior high school students to play on the playground can be a powerful and inexpensive reinforcer of learning that could be used by teachers, and especially by substitutes. Subjects were 42 seventh- and eighth-grade students being taught by a substitute teacher. Controls were 25 sixth graders taught by the same teacher. This reinforcer was found to increase students' learning time on task, and group and self-regulation, while reducing the time wasted on disciplining teenage students. (Contains 29 references.) (Author/SLD)
Descriptors:
Control Groups; *Elementary School Students; Grade 6; Grade 7; Grade
8; *Incentives; Intermediate Grades; *Junior High School Students;
Junior High Schools; Middle Schools; Play; *Recess Breaks; Reinforcement;
*Student Motivation; Substitute Teachers
Identifiers: *Middle School Students; *Premack Principle
ED406629 CG027622
Title: Recess Reports: Self-Identification of Students with Friendship
Difficulties.
Author(s): Doll, Beth; Murphy, Patrick
Pages: 42
Publication Date: August 1996
Notes: Paper presented at the Annual Meeting of the American Psychological
Association (104th, Toronto, Ontario, Canada, August 9-13, 1996).
Available from: EDRS Price MF01/PC02 Plus Postage.
Language: English
Document Type: Reports--Research (143); Speeches/meeting papers
(150)
Geographic Source: U.S.; Colorado
Students' relationships with peers is fundamental to their mental health. A 3-month study presented here investigated the nature and frequency of students' self-reported recess problems and the degree to which these were concomitant with two often-used measures of children's social competence: peer acceptance and mutual friendships. Seven specific student complaints were investigated, including three problems with peer conflict, three problems with social isolation, and one problem with play enjoyment. Results reveal that certain recess problems were occurring with surprising frequency. Children experienced the seven problems in 3% to 8% of their recesses, with not being allowed to join a group in play being the most frequent recess problem. Significant correlations were reported between recess self-reports and the size of children's friendship networks. Some, but not all, children with frequent recess problems were of low peer acceptance and/or had few identified friends. None of the seven recess problems differed markedly by grade, and few differences were noted by gender, suggesting that there are more similarities than differences in recess problems across age and gender. Correlations exist between the measures of social competence used in developmental research and children's complaints of recess problems. Contains 60 references. (RJM)
Descriptors: Children; Elementary Education; *Elementary School Students; Friendship; Grade 3; Grade 4; Grade 5; *Interpersonal Competence; *Peer Acceptance; Peer Relationship; Play; Playground Activities; *Recess Breaks; Self Concept; *Self Evaluation (Individuals)
EJ531984 CG549120
Title: Teachers' Attitudes and Policies Regarding Play in Elementary
Schools.
Author(s): Newman, Joan; And Others
Source: Psychology in the Schools, v33 n1 p61-69 Jan 1996
Publication Date: 1996
ISSN: 0033-3085
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Discusses research and theory of play in children's development and factors reducing the amount of play time children experience. Surveyed teachers' attitudes toward play, and provision of play for children in grades one through six. Teachers from rural areas provided more play time than teachers from suburban areas, who in turn provided more play time than teachers in urban areas. (KW)
Descriptors: Behavior; Child Behavior; Elementary Education; Elementary Schools; Games; *Play; Playground Activities; Playgrounds; *Recess Breaks; *Recreational Activities; *School Recreational Programs; *Teacher Attitudes
EJ520960 TM519346
Title: The Effects of Recess Timing on Children's Playground and
Classroom Behaviors.
Author(s): Pellegrini, A. D.; And Others
Source: American Educational Research Journal, v32 n4 p845-64 Win
1995
Publication Date: 1995
Notes: Support provided by the Department of Elementary Education
and the Institute for Behavioral Research at the University of Georgia.
Version of a paper presented at the University of Tennessee Ethology
Colloquium, the London University Educational Psychology Colloquium,
and the 1994 and 1995 meetings of the American Educational Research
Association.
ISSN: 0002-8312
Language: English
Document Type: Journal articles (080); Reports--Research (143);
Speeches/meeting papers (150)
Three field experiments involving 145 students in kindergarten, grade 2, and grade 4 examined the effects of different recess timing regimens on children's behavior. Results in terms of prerecess inattention and social interaction on the playground are discussed in relation to play deprivation theory and massed versus distributed practice. (SLD)
Descriptors:
*Attention; Behavior Patterns; *Elementary School Students; Grade
2; Grade 4; *Interpersonal Relationship; Kindergarten Children;
*Play; Primary Education; *Recess Breaks; Recreational Activities;
Time Factors (Learning)
Identifiers: *Distributed Practice; *Massed Practice; Play Theory
ED379095 PS022990
Title: School Recess and Playground Behavior: Educational and Developmental
Roles.
Author(s): Pellegrini, Anthony D.
Pages: 187
Publication Date: 1995
Notes: A volume in the SUNY series, Children's Play in Society.
ISBN: 0-7914-2184-8
Available from: Document Not Available from EDRS.
Availability: State University of New York Press, c/o CUP Services,
P.O. Box 6525, Ithaca, NY 14851 (hardback: ISBN-0-7914-2183-X, $59.50;
paperback: ISBN-0-7914-2184-8, $19.95).
Language: English
Document Type: Book (010); Reports--Research (143)
Geographic Source: U.S.; New York
Noting that school recess periods are one of the few times when children interact with their peers on their own terms--with minimal adult intervention--this book examines recess behavior and its social and pedagogical implications. In addition to studying spontaneous peer interaction among school children, the book addresses issues of: (1) the role of recess in schools and the curriculum; (2) educational outcomes of recess; (3) relationships between playground design and behavior; (4) and differences in playground behaviors across age and gender groups. The book concludes by noting that recess allows children to make choices regarding whom to interact with and how to socially negotiate interactions; builds a number of high-level cognitive strategies; and raises levels of motivation. Each of the book's 11 chapters contains references. (SW)
Descriptors:
Age Differences; *Child Behavior; Children; Cognitive Development;
Elementary Education; *Elementary School Students; Interpersonal
Competence; Motor Development; *Peer Relationship; Play; *Playground
Activities; Playgrounds; *Recess Breaks; Self Motivation; Sex Differences;
Social Development
Identifiers: Playground Design
EJ499269 EC610632
Title: The Effects of a Peer-Mediated Self-Evaluation Procedure
on the Recess Behavior of Students with Behavior Problems.
Author(s): Nelson, J. Ron; And Others
Source: Remedial and Special Education, v16 n2 p117-26 Mar 1995
Publication Date: 1995
ISSN: 0741-9325
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Systematic implementation of a peer-mediated self-evaluation procedure to improve the recess behavior problems of three second-grade boys was evaluated. Clear improvements in the boys' behavior were found, which were maintained as the self-evaluation procedure was systematically faded. In addition, treatment effects generalized to another recess period. (Author/DB)
Descriptors: *Behavior Change; Behavior Modification; *Behavior Problems; Generalization; *Intervention; Maintenance; Males; *Peer Evaluation; Primary Education; *Recess Breaks; *Self Evaluation (Individuals); Student Behavior
ED381277 PS023205
Title: Gender Differences during Recess in Elementary Schools.
Author(s): Twarek, Linda S.; George, Halley S.
Pages: 21
Publication Date: June 22, 1994
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Reports--Research (143)
Geographic Source: U.S.; Ohio
A study examined the differences in what boys and girls choose, or are free to choose, to do on the playground during recess. Given the apparent problem that boys dominate the playground area, leaving girls on the perimeter, it was hypothesized that girls engage in passive, non-competitive, small group activities, whereas boys engage in aggressive, competitive, larger group activities thus making their activities traditionally gender stereotyped. Subjects were 170 third- and 232 fifth-grade children, approximately half boys and half girls in each group from two different schools in Danbury (Ohio) and Perkins (Ohio) respectively. Children completed a questionnaire that asked several questions, but only one of which was evaluated: "What is your favorite thing to do at recess?" Results indicated that the top rated activities for third-grade girls were swinging, playing ball, and teeter totter. Third-grade boys chose soccer, basketball, kickball, and swinging. Fifth-grade girls most often chose swinging, walking and talking with friends, and 4-square. Fifth-grade boys chose soccer, football, and swinging. These activities were then rated according to energy expended, competition, and group size. Analyses supported the hypothesis that girls choose passive, non-competitive, small-group activities, whereas boys choose aggressive, competitive, larger group activities. Results suggest that girls' choices were limited; boys tended to choose activities covering a wider range of choices. (HTH)
Descriptors: Aggression; Competition; Elementary Education; *Elementary School Students; Grade 3; Grade 5; Peer Relationship; Play; *Playground Activities; *Recess Breaks; Sex Bias; *Sex Differences; Sex Stereotypes; *Student Attitudes
ED376984 PS022880
Title: Playground Leaders.
Author(s): Calo, Kathy; Ingram, Pam
Author Affiliation: Maine Center for Educational Services. (BBB31245)
Pages: 4
Publication Date: 1994
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Reports--Descriptive (141)
Geographic Source: U.S.; Maine
The Playground Leader program at Wells Elementary School provides an opportunity for trained students to direct structured small and large group activity stations during recess. Fourth graders are leaders in the setting described in this document, but older students could be trained in other school settings. The playground leaders are chosen through teacher, peer, and self nomination. Leaders run activity stations at all lunch time recesses so that students of all age levels might participate. The program can be operated with one or two teachers and does not require an unreasonable amount of planning and implementation time. Materials for the program can be purchased by the school, borrowed from the physical education department, or donated by parents. The program encourages multi-age interaction in a positive and safe manner. The specific goals of the program are: (1) to provide a wide variety of activities for students to engage in during recess; (2) to lessen recess-related injuries by providing safety-conscious activities; and (3) to provide an opportunity for a group of trained students to practice leadership and problem-solving skills. (TJQ)
Descriptors:
*Cross Age Teaching; Grade 4; Intermediate Grades; *Playground Activities;
Primary Education; Problem Solving; Program Descriptions; *Recess
Breaks; *Student Leadership
Identifiers: Child Safety; *Student Led Activities
EJ499975 PS522974
Title: School Recess and Social Development.
Author(s): Jambor, Tom
Source: Dimensions of Early Childhood, v23 n1 p17-20 Fall 1994
Publication Date: 1994
ISSN: 1068-6177
Language: English
Document Type: Guides--Non-classroom (055); Journal articles (080)
Discusses the role of school recess periods in children's social development and academic achievement. Also examines changing attitudes toward the use of recess periods in the United States and other nations, and presents strategies for classroom teachers to use in advocating school recess periods in their schools and communities. (MDM)
Descriptors:
Academic Achievement; *Advocacy; Early Childhood Education; *Educational
Attitudes; Educational Research; Foreign Countries; Play; *Recess
Breaks; Sex Differences; *Social Development; Teacher Role
Identifiers: United States
EJ463378 TM517198
Title: School Recess: Implications for Education and Development.
Author(s): Pellegrini, A. D.; Smith, Peter K.
Source: Review of Educational Research, v63 n1 p51-67 Spr 1993
Publication Date: 1993
ISSN: 0034-6543
Language: English
Document Type: Information Analysis (070); Journal articles (080);
Reports--Evaluative (142)
Empirical research on the role of school recess is reviewed. Effects of child-level and school-level variables on recess behavior and the impact of recess on classroom behavior and social and cognitive competence are discussed. It is concluded that recess has important educational and developmental implications. (SLD)
Descriptors:
Age Differences; Behavior Patterns; *Child Development; *Cognitive
Development; Elementary Education; *Elementary School Students;
Foreign Countries; *Interpersonal Competence; Personality Traits;
Physical Activities; Play; Playground Activities; *School Activities;
School Recreational Programs; Sex Differences; *Social Development
Identifiers: Empirical Research; England; *Recess Breaks; United
States
EJ480826 CG544284
Title: Children as Conflict Managers.
Author(s): Evans, Karen C.; Eversole, Diane
Source: Journal of Emotional and Behavioral Problems, v1 n2 p39-40
Sum 1992
Publication Date: 1992
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Describes efforts by one school to involve students in new procedures for handling conflicts on the playground at recess. Describes creation of student council, selection and training of student conflict managers, and effectiveness of intervention. Includes lists of additional materials for educators interested in starting conflict management programs. (NB)
Descriptors:
Conflict; *Conflict Resolution; Elementary Education; *Elementary
School Students; *Peer Relationship; *Student Role
Identifiers: *Recess Breaks
