Recess (break)

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Recess is a general term for a period in which a group of people are temporarily dismissed from their duties.

Contents

In education, recess is the American and Australian term (known as break or playtime in the UK), where students have a mid morning snack and play before having lunch after a few more lessons. Typically ten to thirty minutes, in elementary school [1] where students are allowed to leave the school's interior to enter its adjacent outside park where they play on equipment such as slides and swings, play basketball, tetherball, study, make up any missing assignments or talk. Many middle and high schools also offer a recess to provide students with a sufficient opportunity to consume quick snacks, communicate with their peers, visit the restroom, study, and various other activities.

Importance of play in child development

During recess, children play, and learning through play has been long known as a vital aspect of childhood development. [2] Some of the earliest studies of play began with G. Stanley Hall, in the 1890s. These studies sparked an interest in the developmental, mental and behavioral tendencies of babies and children. Current research emphasizes recess as a place for children to “role-play essential social skills” and as an important time in the academic day that “counterbalances the sedentary life at school.” [3] Play has also been associated with the healthy development of parent-child bonds, establishing social, emotional and cognitive developmental achievements that assist them in relating with others, and managing stress.

Although no formal education exists during recess, sociologists and psychologists consider recess an integral portion of child development, to teach them the importance of social skills and physical education. Play is essential for children to develop not only their physical abilities, but also their intellectual, social, and moral capabilities. [4] Via play, children can learn about the world around them. Some of the known benefits of recess are that students are more on task during academic activities, have improved memory, are more focused, develop a greater number of neural connections, and that it leads to more physical activity outside of the school setting. [5] Psychomotor learning also gives children clues on how the world around them works as they can physically demonstrate such skills. Children need the freedom to play to learn skills necessary to become competent adults such as coping with stress and problem solving. [6] Through the means of caregiver's observations of children's play, one can identify deficiencies in children's development. [7] While there are many types of play children engage in that all contribute to development, it has been emphasized that free, spontaneous play—the kind that occurs on playgrounds—is the most beneficial type of play.

Recess is key in the development of children. Studies have shown that recess plays a large role in of how children develop their social skills. During recess, children usually play games involving teamwork. On the playground, children use many leadership skills – they educate other children about games to play, take turns, and learn to resolve conflicts while playing these games. [8] The leadership skills promoted throughout recess are how children are able to continue to play the games. Along with developing social skills, recess helps with the development of children's brains. Recess gives the children's brains a chance to “regroup” after a long day of class. Also, the physical activity actually leads to the development of the brain. Brain research has shown a relationship between physical activity and the development of the human brain. [9] Another study supports these findings from the brain research. A school system that dedicated one third of their school day to nonacademic activities – such as recess and physical education – led to improved attitudes and fitness, and improved test scores despite spending less time in the classroom. [9]

Social development

Problem solving is an integral part in child development and free play allows for children to learn to problem solve on their own. Teachers and caregivers can scaffold problem solving through modeling or assisting when a confrontation occurs. Although play should involve adults, adults or caregivers should not control the play because when adults control the play, the children can lose their creativity, leadership, and group skills. Adults should let children create and follow agreed upon rules and only intervene if a serious conflict arises. [10] Problem solving encourages children to compromise and cooperate with each other. [11] The conflict resolution process helps children to attain a vast range of social and emotional skills such as empathy, flexibility, self-awareness, and self-regulation. This vast range or capabilities is often referred to as "emotional intelligence" and is essential to building and maintaining relationships in adult life. [4] Teachers can also view recess as a time to observe children's social and cognitive development skills and be able to develop different activities in the classroom that reflect the children's interests and development. [12] Recess at its core is a social experience for children and as such, plays a significant part in the development of language. Children's intentionality with language during recess is tied closely to navigating the social landscape of the playground. Even as early as preschool, children use language to make group decisions and establish authority or a standing in the social setting of the playground. One researcher states that children use language to “invoke play ideas as their own possessions to manage and control the unfolding play,” [13] which engages a bidding war for group leadership. When viewing recess through a language perspective, the individual experience of the playground can vary depending on a willingness to follow other's ideas, and the development of language to modify play as it unfolds.

Indoor recess

Depending on the weather (rain, large amounts of snow, and sometimes in extreme heat or extreme cold), recess might be held indoors. Therefore, it should include creative activities that promote movement of moderate-to-vigorous intensity, whether in a gym or a classroom. [1] Allowing the students to finish work, play any board games or other activities that take more than one to play; this helps to encourage group activity, and some games are also educational. Or, they might play educational computer games or read books. It also may contribute to do something non-educational, to help unwind and de-stress from the daily workload. Sometimes, some classes might watch a film or a TV program.

Recess data

The debate surrounding recess has been around for decades and is still happening today. Some people believe that recess is important, while others argue that eliminating recess will lead to better academic achievement. [14] Educators, parents, and experts are debating the importance of recess and play time in the school day. [15] Data shows that recess has many benefits for students. [16] These benefits include increased health, increased test scores, increased attention and social abilities, as well as better behavior. This is because during this physical activity, students produce dopamine, a neurotransmitter involved in memory and problem-solving. [17] Also, the National Association for the Education of Young Children (NAEYC) advocates for unstructured play, including recess. NAEYC recommends play as a way for children to decrease stress and develop socially. [18] But, about 40% of school districts in the United States are doing away with recess. [19] Studies show that this lack of free and unstructured play during recess may contribute to the rise in childhood obesity, anxiety and depression among children, as well as attention deficit hyperactivity disorder.

Childhood obesity and type 2 diabetes

Childhood obesity and type 2 diabetes are also a major concern as United States youth do not get the physical outlet needed not only for their cognitive development but for their physical health. [20] Statistics show that children are getting 50% less physical exploration and activity than decades before. [21] Research has shown that spending 60 minutes a day doing physical activity can prevent childhood obesity. [22] The U.S. Health and Human Services department also has a guideline for 60 minutes a day of physical activity. [23] But, research has shown that only very few children actually meet this national guideline. [24] Failure to meet this guideline and exercise daily is leading to harmful health issues for children. [25] Recess can be an outlet for students to get some of this physical activity and aid in preventing childhood obesity and diabetes. [14]

Timing of recess

Another important aspect of recess to consider is what time of day it should be implemented. Traditionally schools have recess after lunch. But, in 2002, the Recess before Lunch (RBL) movement was founded. A health team in Montana created a study on four schools that made this schedule adjustment. After this study, many schools have started adapting the recess before lunch schedule. [26] Research suggests that having recess before lunch can improve the nutrition and behavior of elementary students. [27]

Effects on classroom behavior

According to the American Heart Association, the CDC reported that there is a link between physical activity and academic performance in 2010. [28] Some benefits to recess include students being more attentive, better academic performance and better behavior. [29] Many different studies show recess as being beneficial to students in the classroom. One of the goals of recess is to help students release excess energy and be refreshed focused upon return to the classroom. [30] According to a 2009 study, children who received daily recess were reported to behave better within the classroom. [31] After a long time in the classroom, students may become restless and disengaged. Studies show that after recess students become more attentive and engaged in classroom discussions. [32] This is because recess gave students a necessary break from the rigorous classroom and learning setting. A 2017 study of fifth graders suggested that 25 minutes of recess could increase students' time on task. [33] Also, recess can reduce the risk of students falling asleep during learning time by its physical aspect allows students' bodies to oxygenate and stay awake. [34]

Restriction of recess as disciplinary action

In many schools around the country recess is taken away from students as disciplinary action. In 2013, researchers form the University of Chicago Illinois found that 68 percent of school districts had no policy or law prohibiting educators to take away physical activity from students. [35] Because of this, many educators and administrators take away recess as a punishment. A Gallup poll conducted in 2009 revealed that 77 percent of principals say that they have taken away recess from students. [36] Oftentimes students serve punishments such as completing late work or talking to the principal regarding behavioral issues during their recess times. [37] However, by taking away recess, students are unable to release any excess energy that they may have. Releasing this excess energy can lead to better behavior and academic performance. [37] Although taking away recess as disciplinary action seems to be the decision in many schools, researchers are coming up with alternatives for the elimination of recess. [38] Some of these alternatives include positive reinforcement which rewards children for positive behavior rather than taking away things for negative behavior. In this situation, every child is guaranteed recess. [39]

International recess

In the United Kingdom and Ireland, high school (11–16 or 18) students traditionally do not have 'free periods' but do have 'break' which normally occurs just after their second lesson of the day (normally referred to as second period). This generally lasts for around 20 minutes. During the break, snacks are sometimes sold in the canteen (U.S. cafeteria) and students normally use this time to socialize or finish off any homework or schoolwork that needs to be completed. Once the break is finished, students go to their next class. Lunchtime commences one or two lessons later and usually lasts around 45–60 minutes. This system is more or less the same in junior schools (7–11) in the UK and Ireland and in high schools (14–18) in the U.S., but infant schools (4 or 5–7) normally add another break time towards the end of the day.

In Australia and New Zealand, a mid-morning recess is taken for morning tea (colloquially known as little lunch). [40] While in Canada, the break is referred to as "lunch-break", “recess”, or play-lunch. In all three countries, it is followed by mid-morning classes, after which a more lengthy meal break, lunch or lunchtime, is taken. Thus, the structure of the school-day consists of three lesson blocks, broken up by two intervals: recess (morning tea) and lunch respectively.

The average school day in Japan is eight hours but the time in the classroom is no different compared to the U.S.: time spent out of the classroom is what makes the day longer. A quarter of the day is spent in non-academic activities. A typical day contains the same amount of instructional time as children in the U.S. but a long enough lunch break to go home and eat with their family. This gives the students time to soak in their morning lesson and prepare for the afternoon session. Students who do not go home read for their pleasure or interact with other students. When the school day is over the majority of the students do not go home, but rather stay after school for clubs and other activities. The benefits of having a longer break and several non-academic clubs after school is that the students interact with one another and tend to have fewer physical symptoms related to stress, as well as better relationships with their classmates.

Some schools in Beijing, China allow children to spend an hour or two to socialize or to step out of the classroom per day. Some schools do not have a dedicated recess period, instead allowing a ten-minute break per class session. For lunch, students either pack or buy from the school's lunch area. After lunch time there is a quiet period. During this period, children may read at their desks or play by themselves. Meanwhile, a few students are chosen to help clean up from lunch, which may be perceived as a coveted assignment. Schools implementing a no-recess policy may not even have a playground, while schools allowing recess may have multiple playgrounds or basketball courts.

Finnish students rank near the top in terms of academic testing and knowledge, and their students receive over an hour of recess everyday, regardless of the weather. In Finland schools consider recess to be an essential part of the school day, and this element of their curriculum is attracting international attention.

In Spain, all primary, middle and high schools allow a recess time for its students.

In Wales, pupils are expected to do only one hour of PE per fourteen days. [41]

United States

In the United States, recess policies are largely dependent on the school district, and vary from state to state and from school to school. [42] Most states do not have a recess policy. However, it is recommended that schools provide 150 minutes per week for physical activity in elementary schools and 225 minutes per week in middle and high school. [43] The point where recess ends in a child's education is largely dependent on the school district, though by many standards it is removed when the child enters middle school. However, in college, students usually have free periods, which are similar in spirit, although usually one studies or talks with one's friends during such times rather than playing games, which are made difficult by the lack of a playground.

Common recess activities

Recess is a common part of the school day for children around the world, but it has not received much attention from scholars. The research that has been conducted occurred mostly in the United States and the UK. [44] Of the fifty states in the United States, only fifteen have policies that recommend or require daily recess or a physical activity break, and one (Oklahoma) has no policy, but it is recommended by the State Board of Education. [45]

Certain activities have emerged as playground favorites, including: jump rope, Chinese jump rope, four square, hop scotch, basketball, soccer, hula hoops, chase, wall ball, and playing on the playground equipment. [46] These activities have been classified into chase games, ball games, and jumping/verbal games. [47] Other categories to consider would be general play and equipment related play.

Games and play both occur on playgrounds, so it is important to differentiate between the two when discussing activities in which children engage at recess. One way to view their uniqueness is to look at the function of their rules. Games, such as basketball, have concrete rules that result in penalties when broken. Play rules, on the other hand, are flexible and can change at the discretion of the players. [47] There are times though when kids will bend the concrete rules of some games to make new versions of these games that may or may not be remembered in future times of play.

Recess activities run the gamut from simple to complex. Children's gender and age affects their recess recreation choices. [47] The youngest children in elementary schools (kindergarten through second grade) prefer the simplest activities such as chase, kickball, jump rope, and unstructured games. As the school year progresses, it has been observed that chase games diminish and ball games increase. [47] By the time children are in upper elementary school (grades three through five), they prefer sports and social sedentary behavior like talking.

Related Research Articles

<span class="mw-page-title-main">Physical education</span> Educational course related to the physique and care of the body

Physical education, often abbreviated to Phys. Ed. or PE, and sometimes informally referred to as gym class or simply just gym, is a subject taught in schools around the world. PE is taught during primary and secondary education and encourages psychomotor, cognitive, and effective learning through physical activity and movement exploration to promote health and physical fitness. When taught correctly and in a positive manner, children and teens can receive a storm of health benefits. These include reduced metabolic disease risk, improved cardiorespiratory fitness, and better mental health. In addition, PE classes can produce positive effects on students' behavior and academic performance. Research has shown that there is a positive correlation between brain development and exercising. Researchers in 2007 found a profound gain in English Arts standardized test scores among students who had 56 hours of physical education in a year, compared to those who had 28 hours of physical education a year.

<span class="mw-page-title-main">Montessori education</span> Teaching method encouraging autodidacticism

The Montessori method of education is a type of educational method that involves children's natural interests and activities rather than formal teaching methods. A Montessori classroom places an emphasis on hands-on learning and developing real-world skills. It emphasizes independence and it views children as naturally eager for knowledge and capable of initiating learning in a sufficiently supportive and well-prepared learning environment. It discourages some conventional measures of achievement, such as grades and tests.

<span class="mw-page-title-main">Early childhood education</span> The teaching of children from birth to age eight

Early childhood education (ECE), also known as nursery education, is a branch of education theory that relates to the teaching of children from birth up to the age of eight. Traditionally, this is up to the equivalent of third grade. ECE is described as an important period in child development.

Antisocial behaviours are actions which are considered to violate the rights of or otherwise harm others by committing crime or nuisance, such as stealing and physical attack or noncriminal behaviours such as lying and manipulation. It is considered to be disruptive to others in society. This can be carried out in various ways, which includes, but is not limited to, intentional aggression, as well as covert and overt hostility. Anti-social behaviour also develops through social interaction within the family and community. It continuously affects a child's temperament, cognitive ability and their involvement with negative peers, dramatically affecting children's cooperative problem-solving skills. Many people also label behaviour which is deemed contrary to prevailing norms for social conduct as anti-social behaviour. However, researchers have stated that it is a difficult term to define, particularly in the United Kingdom where many acts fall into its category. The term is especially used in Irish English and British English.

The following outline is provided as an overview of and topical guide to childhood:

<span class="mw-page-title-main">Pre-kindergarten</span> School program for children before kindergarten

Pre-kindergarten is a voluntary classroom-based preschool program for children below the age of five in the United States, Canada, Turkey and Greece. It may be delivered through a preschool or within a reception year in elementary school. Pre-kindergartens play an important role in early childhood education. They have existed in the US since 1922, normally run by private organizations. The U.S. Head Start program, the country's first federally funded pre-kindergarten program, was founded in 1967. This attempts to prepare children to succeed in school.

Project STAR was three-year, federally funded research project which consisted of an intervention with preschoolers enrolled in the Head Start program in Lane County, Oregon, United States. The project was conducted from 1999 to 2003 by the Early Childhood Research Unit of the University of Oregon College of Education. The principal investigators were Dr. Ruth Kaminski, one of the co-authors of the DIBELS early literacy assessment, and Beth Stormshak. The goal of the program was to increase literacy skills of at-risk children by improving their learning environments by increasing the number of planned and focused activities. The curriculum had two components: a classroom ecology component and family-focused intervention activities. The intervention was focused on strengthening children's skills in social ability. In order to help children they increased parenting and family participation in school by working directly with the parents of the students.

Developmentally appropriate practice (DAP) is a perspective within early childhood education whereby a teacher or child caregiver nurtures a child's social/emotional, physical, and cognitive development. It is also described as a philosophy in child education that is based on child development knowledge where professionals base their instruction and care on research, standards, and recognized theory.

<span class="mw-page-title-main">Playworks (organization)</span>

Playworks is an Oakland-based national nonprofit that supports learning and physical health by providing safe and inclusive play to low-income students in urban schools. Playworks works with schools to design curriculum and activities that offer play opportunities during recess, lunch and after school programs. Trained coaches work in schools to run a variety of games and sports, as well as teach techniques in group management, violence prevention and conflict resolution.

<span class="mw-page-title-main">Harold E. Jones Child Study Center</span> Institution at UC Berkeley

The Harold E. Jones Child Study Center is a research and educational institution for young children at the University of California, Berkeley. It is one of the oldest continuously running centers for the study of children in the country. The Jones Child Study Center has a special relationship with the Institute of Human Development as a site for research, training and outreach to the community, parents, and teachers. The Institute of Human Development's fundamental mission is to study evolutionary, biological, psychological, social, and cultural factors that affect human development from birth through old age. Research conducted at the Institute of Human Development and the Jones Child Study Center is interdisciplinary: psychology, education, social welfare, architecture, sociology, linguistics, public health, and pediatrics. The primary audiences for the findings include scholars and parents. Faculty, postdoctoral, graduate, and undergraduate students observe and test children attending the preschool for their research projects. Undergraduate students in Early Childhood Education may also gain experience in the classrooms as teachers' assistants.

<span class="mw-page-title-main">Play (activity)</span> Voluntary, intrinsically motivated recreation

Play is a range of intrinsically motivated activities done for recreational pleasure and enjoyment. Play is commonly associated with children and juvenile-level activities, but may be engaged in at any life stage, and among other higher-functioning animals as well, most notably mammals and birds.

<span class="mw-page-title-main">Garden-based learning</span>

Garden-based learning (GBL) encompasses programs, activities and projects in which the garden is the foundation for integrated learning, in and across disciplines, through active, engaging, real-world experiences that have personal meaning for children, youth, adults and communities in an informal outside learning setting. Garden-based learning is an instructional strategy that utilizes the garden as a teaching tool.

Meaningful play are actions or activities built with either a designed or inherent intent, such as data collection or therapy.

Learning through play is a term used in education and psychology to describe how a child can learn to make sense of the world around them. Through play children can develop social and cognitive skills, mature emotionally, and gain the self-confidence required to engage in new experiences and environments.

Developmentally Appropriate Musical Practice (DAMP) is a series of musical experiences that educators can provide to young children (birth through Age 8) during the school day. These experiences can provide a positive influence on the social, emotional, physical, and intellectual development of these children

<span class="mw-page-title-main">Playground</span> Place with a specific design for children to be able to play there

A playground, playpark, or play area is a place designed to provide an environment for children that facilitates play, typically outdoors. While a playground is usually designed for children, some are designed for other age groups, or people with disabilities. A playground might exclude children below a certain age.

<span class="mw-page-title-main">Mobile phone use in schools</span>

The use of mobile phones in schools has become a controversial topic debated by students, parents, teachers and authorities.

Curricula in early childhood care and education (ECCE) or early childhood curriculum address the role and importance of curricula in the education of young children, and is the driving force behind any ECCE programme. It is ‘an integral part of the engine that, together with the energy and motivation of staff, provides the momentum that makes programmes live’. It follows therefore that the quality of a programme is greatly influenced by the quality of its curriculum. In early childhood, these may be programmes for children or parents, including health and nutrition interventions and prenatal programmes, as well as centre-based programmes for children.

<span class="mw-page-title-main">Kindergarten readiness</span>

Kindergarten readiness refers to the developmental domains that contribute to children's ability to adapt to the kindergarten classroom, which is often a new and unfamiliar environment. There is no single agreed upon definition of Kindergarten readiness. The domains often included in the definition comprise: academic skills, social-emotional development, and physical development. In addition to these competencies, the child's environment and opportunities for learning should also be considered. This includes the child's home environment and their interactions with teachers and peers.

Early childhood education in the United States relates to the teaching of children from birth up to the age of eight. The education services are delivered via preschools and kindergartens.

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  46. ↑ Sinclair, Christina D.; Stellino, Megan Babkes; Partridge, Julie A. (2008). "Recess Activities of the Week (RAW): Promoting Free Time Physical Activity to Combat Childhood Obesity". Strategies: A Journal for Physical and Sport Educators. 21 (5): 21–24. doi:10.1080/08924562.2008.10590788. S2CID   73028181.
  47. 1 2 3 4 Pellegrini, Anthony D.; Blatchford, Peter; Kato, Kentaro; Baines, Ed (February 2004). "A Short-term Longitudinal Study of Children's Playground Games in Primary School: Implications for Adjustment to School and Social Adjustment to School and Social Adjustment in the USA and the UK". Social Development. 13 (1): 107–123. doi:10.1111/j.1467-9507.2004.00259.x.
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