Recess is a general term for a period in which a group of people are temporarily dismissed from their duties.
In education, recess is the scheduled time children get to experience physical, cognitive, and social, and emotional benefits,engage with peers, usually on playgroup equipment, that is monitored by teachers, administration, and staff. Many middle 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.
Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. Educational methods include storytelling, discussion, teaching, training, and directed research. Education frequently takes place under the guidance of educators and also learners may also educate themselves. Education can take place in formal or informal settings and any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. The methodology of teaching is called pedagogy.
During recess, children play, and learning through play has been long known as a vital aspect of childhood development.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.” 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.
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.
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.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. 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. Through the means of caregiver's observations of children’s play, one can identify deficiencies in children’s development. 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.
A psychologist studies normal and abnormal mental states, cognitive, emotional, and social processes and behavior by observing, interpreting, and recording how individuals relate to one another and to their environments. To become a psychologist, a person often completes a graduate university degree in psychology, but in most jurisdictions, members of other behavioral professions can also evaluate, diagnose, treat, and study mental processes.
Physical education, also known as Phys Ed., PE, gym, or gym class, and known in many Commonwealth countries as physical training or PT, is an educational course related of maintaining the human body through physical exercises. It is taken during primary and secondary education and encourages psychomotor learning in a play or movement exploration setting to promote health.
Psychomotor learning is the relationship between cognitive functions and physical movement. Psychomotor learning is demonstrated by physical skills such as movement, coordination, manipulation, dexterity, grace, strength, speed—actions which demonstrate the fine or gross motor skills, such as use of precision instruments or tools, and walking.
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.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. 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, physical education, etc., led to improved attitudes and fitness, and improved test scores despite spending less time in the classroom.
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.Problem solving encourages children to compromise and cooperate with each other. 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. 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. 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,” 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.
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning. This learning process promotes a deeper level of learning than many other common teaching strategies.
Depending on the weather (rain, large amounts of snow, and sometimes in extreme heat), recess may be held indoors. Therefore should include creative activities that promote movement of moderate-to-vigorous intensity, whether in a gym or a classroom.Allowing the students to finish work, play board games or other activities that take more than one to play; this helps 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 movie.
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.Educators, parents, and experts are debating the importance of recess and play time in the school day. Data shows that recess has many benefits for students. 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. 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. But, about 40% of school districts in the United States are doing away with recess. 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 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.Statistics show that children are getting 50% less physical exploration and activity than decades before. Research has shown that spending 60 minutes a day doing physical activity can prevent childhood obesity. The U.S. Health and Human Services department also has a guideline for 60 minutes a day of physical activity. But, research has shown that only very few children actually meet this national guideline. Failure to meet this guideline and exercise daily is leading to harmful health issues for children. Recess can be an outlet for students to get some of this physical activity and aid in preventing childhood obesity and diabetes.
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.Research suggests that having recess before lunch can improve the nutrition and behavior of elementary students.
According to the American Heart Association, the CDC reported that there is a link between physical activity and academic performance in 2010.Some benefits to recess include students being more attentive, better academic performance and better behavior. Many different studies show recess as being beneficial to students in the classroom. One of the goals of recess is to help students be release excess energy and be refreshed focused upon return to the classroom. According to a 2009 study, children who received daily recess were reported to behave better within the classroom. 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. 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. 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.
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.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. Oftentimes students serve punishments such as completing late work or talking to the principal regarding behavioral issues during their recess times. However, by taking away recess, student is unable to release the excess energy. Releasing this excess energy can lead to better behavior and academic performance. 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. 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.
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 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 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, New Zealand, and Canada "recess" or playlunch is generally a break between morning and mid-morning classes. It is followed after mid-morning classes by a more lengthy break, lunchtime. Thus, the structure of the school-day consists of three lesson blocks, broken up by two intervals: recess and lunch respectively. There must be at least an hours worth of "recess" or "free period" a week.
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 there 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 Wales, pupils are expected to do only one hour of PE per fourteen days.
In the United States, recess policies are largely dependent on the school district, and vary from state to state and from school to school.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. 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.
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.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.
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.These activities have been classified into chase games, ball games, and jumping/verbal games. 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.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.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. By the time children are in upper elementary school (grades three through five), they prefer sports and social sedentary behavior like talking.
In parliamentary procedure, a recess refers to a short intermission in a meeting of a deliberative assembly. The members may leave the meeting room, but are expected to remain nearby. A recess may be simply to allow a break (e.g. for lunch) or it may be related to the meeting (e.g. to allow time for vote-counting).
|In order when another has the floor?||No|
|May be reconsidered?||No|
Sometimes the line between a recess and an adjournment can be fine.A break for lunch can be more in the nature of a recess or an adjournment depending on the time and the extent of dispersion of the members required for them to be served. But at the resumption of business after a recess, there are never any "opening" proceedings such as reading of minutes; business picks up right where it left off. The distinction of whether the assembly recesses or adjourns has implications related to the admissibility of a motion to reconsider and enter on the minutes and the renewability of the motion to suspend the rules.
Under Robert's Rules of Order Newly Revised, a motion to recess may not be called when another person has the floor, is not reconsiderable, and requires a second and a majority vote.When adopted, it has immediate effect.
If made when business is pending, it is an undebatable, privileged motion.It can be modified only by amendment of the length of the break.
Stand at ease is a brief pause without a recess in which the members remain in place but may converse while waiting for the meeting to resume.
In the United States Congress, a recess could mean a temporary interruption or it could mean a longer break, such as one for the holidays or for the summer.
Parenting or child rearing is the process of promoting and supporting the physical, emotional, social, and intellectual development of a child from infancy to adulthood. Parenting refers to the intricacies of raising a child and not exclusively to the biological relationship.
Kindergarten is a preschool educational approach based on playing, singing, practical activities such as drawing, and social interaction as part of the transition from home to school. Such institutions were originally created in the late 18th century in Bavaria and Strasbourg to serve children whose parents both worked outside home. The term was coined by the German Friedrich Fröbel, whose approach globally influenced early-years education. Today, the term is used in many countries to describe a variety of educational institutions and learning spaces for children ranging from two to seven years of age, based on a variety of teaching methods.
The Montessori Method of Education, developed by Maria Montessori, is a child-centered educational approach based on scientific observations of children. Montessori's method has been used for over 100 years in many parts of the world.
A preschool, also known as nursery school, pre-primary school, playschool or kindergarten, is an educational establishment or learning space offering early childhood education to children before they begin compulsory education at primary school. It may be publicly or privately operated, and may be subsidised from public funds.
Early childhood education is a branch of education theory which relates to the teaching of children from birth up to the age of eight which is traditionally about third grade. It emerged as a field of study during the Enlightenment, particularly in European countries with high literacy rates. It continued to grow through the nineteenth century as universal primary education became a norm in the Western world. In recent years, early childhood education has become a prevalent public policy issue, as municipal, state, and federal lawmakers consider funding for preschool and pre-K. It is described as an important period in a child's development. It refers to the development of a child's personality. ECE is also a professional designation earned through a post-secondary education program. For example, in Ontario, Canada, the designations ECE and RECE may only be used by registered members of the College of Early Childhood Educators, which is made up of accredited child care professionals who are held accountable to the College's standards of practice.
Pre-kindergarten is a classroom-based preschool program for children below the age of five in the United States, Canada and Turkey. 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.
Parallel play is a form of play in which children play adjacent to each other, but do not try to influence one another's behavior. Children usually play alone during parallel play but are interested in what other children are doing. This usually occurs after the first birthday. It usually involves two or more children in the same room who are interested in the same toy, each seeing the toy as their own. The children do not play together, but alongside each other simply because they are in the same room. Parallel play is usually first observed in children aged 2–3. An observer will notice that the children occasionally see what the others are doing and then modify their play accordingly. The older the children are, the less frequently they engage in this type of play. However, even older preschool children engage in parallel play, an enduring and frequent activity over the preschool years. The image of parallel play is two children playing side-by-side in a sandbox, each absorbed in his or her game, not interacting with the other. "This is considered an early stage in child development, characterized by egocentric behavior and the inability to decenter and coordinate with the activities of a 'playmate'".
The National Association for the Education of Young Children (NAEYC) is a large nonprofit association in the United States representing early childhood education teachers, para-educators, center directors, trainers, college educators, families of young children, policy makers, and advocates. NAEYC is focused on improving the well-being of young children, with particular emphasis on the quality of educational and developmental services for children from birth through age 8.
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.
Mainstreaming, in the context of education, is the practice of placing students with special education services in a general education classroom during specific time periods based on their skills. To clarify, this means students who are a part of the special education classroom will join the regular education classroom at certain times which are fitting for the special education student. These students may attend art or physical education in the regular education classrooms. Sometimes these students will attend math and science in a self-contained special education classroom, but attend English in a general education classroom. Schools that practice mainstreaming believe that students with special needs who cannot function in a general education classroom to a certain extent belong in the special education environment.
Developmentally appropriate practice is a perspective within early childhood education whereby a teacher or child caregiver nurtures a child's social/emotional, physical, and cognitive development by basing all practices and decisions on (1) theories of child development, (2) individually identified strengths and needs of each child uncovered through authentic assessment, and (3) the child's cultural background as defined by his community, family history, and family structure.
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.
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.
Friendship is a relationship of mutual affection between people. Friendship is a stronger form of interpersonal bond than an association. Friendship has been studied in academic fields such as communication, sociology, social psychology, anthropology, and philosophy. Various academic theories of friendship have been proposed, including social exchange theory, equity theory, relational dialectics, and attachment styles.
Play is a range of voluntary, intrinsically motivated activities done for recreational pleasure and enjoyment. Play is commonly associated with children and juvenile-level activities, but play occurs at any life stage, and among other higher-functioning animals as well, most notably mammals.
Susan Neuman is an educator, researcher, and education policy-maker in early childhood and literacy development. In 2013, she became Professor of Early Childhood and Literacy Education, and Chair of the Department of Teaching and Learning at NYU's Steinhardt School of Culture, Education, and Human Development.
Sheltering Arms Early Education and Family Centers. The Sheltering Arms is a nonprofit organization providing early education and child care to low-income families. The organization has seventeen centers located in seven counties in and around Atlanta, Georgia. The organization provides care for children from six weeks old to five years old, as well as summer camp and after school care through age eight. Sheltering Arms Early Education and Family Centers offer Head Start, Early Head Start and Georgia Pre-K programs. Sheltering Arms centers serve 2,500 children daily.
Linking Interests of Families and Teachers is a community-based intervention program designed to decrease rates of juvenile delinquency in at-risk youth. The goal of the LIFT program is to prevent the development of conduct problems, such as oppositional defiant disorder oppositional defiant disorder and conduct disorder conduct disorder, by lowering the probability of antisocial behavior and increasing prosocial behavior within school, home, and community settings. This intervention was developed by researchers at the Oregon Social Learning Center http://www.oslc.org/ in 1991, in response to the increasing rates of juvenile delinquency in their community and the high rates of violent crime committed by adolescents and teens.
Developmentally Appropriate Musical Practice (DAMP) is a series of musical experiences that early childhood educators can promote to young children during the traditional school day. These experiences are grounded in a plethora of research studies both in the field of music education and early childhood education. Essentially, DAMP provides young children with optimal learning experiences in which have a profound influence on young children’s social, emotional, physical, and intellectual development.
Qingdao Amerasia International School(QAIS) is a private, non-profit international school located in Qingdao, China, offering Montessori education from ages 1.5-5 and an inquiry-based curriculum up to age 18. QAIS has over 200 enrolled students representing 25 countries. Qingdao Amerasia International School is an International Baccalaureate World School, offering the full IB Continuum: the IB Primary Years Programme, IB Middle Years Programme, and IB Diploma Programme. Their Montessori Toddler and Montessori Early Childhood Programs are the only programs in Asia to be accredited by the American Montessori Society.