RECESS AND THE
IMPORTANCE OF PLAY
Position Statement on Young Children
and Recess
National Association of Early Childhood Specialists in State
Departments of Education
Position
The National
Association of Early Childhood Specialists in State Departments of Education
takes the position 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.
Recess
The term recess refers to a
break during the day set aside to allow children the time for active, free
play. Schools vary in the number of recess periods given children each day, the
length of the periods, and the environments available. Typically, recess occurs
outdoors and in a designated play area. During inclement weather, schools may
have recess periods in a game room, gymnasium, or inside the classroom.
“Recess is the right of every child. Article 31 of the United Nations
Convention on Children’s Rights states that every child has the right to
leisure time. Taking away recess, whether as a disciplinary measure or
abolishing it in the name of work, infringes on that right.” [Skrupskelis, in
Clements (2000), 126]
Benefits to
children
During the period of time
commonly referred to as recess, learning occurs in ways not possible inside the
regular classroom. An increasing body of research continues to indicate the
benefits of unstructured play and specifically outdoor play for young children.
The National Association for the
Education of Young Children (NAEYC) describes unstructured physical play as a
developmentally appropriate outlet for reducing stress in children (Appendix
2). This period of time allows children the opportunity to make choices, plan,
and expand their creativity.
In allowing a mental change and
release of energy, recess may facilitate subsequent attention to more academic
tasks and minimize disruptive behavior once students return to the classroom;
recess, therefore, becomes an important element of classroom management and
behavior guidance (Bogden & Vega-Matos, 2000).
Recess contributes significantly
to the physical, social, emotional, and cognitive (intellectual) development of
the young child (Clements, 2001). Recess is one of the few places and times
during the day when all these developmental domains are utilized in a context
that children view as meaningful. Children must function in all the
developmental domains if they are to successfully adapt to school and societal
norms. The domains are empirically related and should be considered
intertwined. For example, social interaction and physical activity facilitate
cognition; recess (indoor and outside) offers the opportunity for this
development. On the playground, children can be observed actively practicing
the learning and cognitive skills acquired in the classroom.
The benefits of recess in each
of the specific developmental domains, as identified by current research, are
outlined below. The division of the benefits into domains is only for
evaluative purposes. All domains are interrelated as children develop.
- Social Development: Social development begins at birth
and continues rapidly throughout the early childhood years. Research from
the last ten years suggests strongly that close relationships with peers
contribute to both social and cognitive development. Recess is that period
of time during the school day that allows children the opportunity to
interact with peers in ways not usually possible in the typical classroom.
A wide range of social competencies – cooperation, sharing, language, conflict resolution – can be actively practiced, interpreted, and learned in a meaningful context during recess. Through active, free play and peer interaction, children can: - develop a respect for rules,
- gain self-discipline, and
- construct an appreciation for other
people’s cultures and beliefs.
An important educational and socialization experience is lost when children are
not allowed to participate in free play with peers on a regular basis.
- Emotional Development: Recess may act as an outlet for
reducing anxiety and serve as a means by which children learn to manage
stress and gain self-control. During recess play, children also learn the
art of expressing themselves to others, and begin rehearsing behaviors and
practicing skills. Children learn about their own abilities, perseverance,
self-direction, responsibility, and self-acceptance. They begin to
understand which behaviors result in approval or disapproval from their
peers. During the primary years, children should begin to develop real
friendships and relationships with peers. If children are not given the
opportunity and the support to develop these interactions, they may not
learn how to maintain and sustain such relationships. A positive social
and working relationship with peers helps children develop a sense of
social and emotional competence.
- Physical Development: Recess provides young children with
opportunities to move and participate in physical activities. Two theories
on why physical activity improves children’s attentiveness and decreases
restlessness dominate the research: the surplus energy theory and the
novelty theory (Jambor, 1994). The surplus energy theory cites recess as a
means for children to release excess energy that has built up over time,
while they have been sitting in a classroom. The novelty theory claims
that on-task attention can be increased by providing opportunities for
diversion from boredom. As indicated by current brain research, if
students are given the chance to move around and be active, they return to
the classroom more attentive and able to concentrate on the tasks
presented. This change enables learning to take place more efficiently
(Healy, 1998).
Physical movement is essential for healthy growth and development. Recent surveys have discovered that 40% of our young children have significant cardiac risk factors including obesity, high blood pressure, high cholesterol, and an inactive life style. Many children are not getting enough exercise to develop healthy hearts and lungs. Another cause for concern is obesity. In October, 1999, the Agriculture Department released a report that revealed a record 10 million American children – or one in five – are overweight, and that a record 8% of the children are already overweight by preschool age.
Through active play, young children learn about their bodies’ capabilities and how to control their bodies. One of the most apparent benefits of recess is the opportunity for sheer physical activity and the practice of physical skills, such as running, climbing, jumping, chasing, traveling, batting, kicking, catching, balancing, hanging, swinging, stretching, pushing, and pulling.
Physical activity fuels the brain with a better supply of blood and provides brain cells with a healthier supply of natural substances; these substances enhance brain growth and help the brain make a greater number of connections between neurons (Healy, 1998). The connections make the brain better able to process a variety of information, thus leading to improved retention of facts, a greater understanding of concepts, and subsequently higher achievement. - Cognitive Development: There are volumes of recent research
substantiating the link between play and cognitive gains. Children learn
through play. Children develop intellectual constructs and cognitive
understandings through the hands-on, manipulative, exploratory behavior
that occurs during play episodes and play opportunities. Play context
provides the most appropriate support or scaffolding for children as they
develop skills. “Children can remember more, focus better, and regulate
their own behavior better in play than in any other context” (Guddemi et
al., p. 5). After children practice skills in play, they become ready to
utilize these skills in other contexts (Bodrova & Leong, 1999).
Providing opportunities for active, free play with peers facilitates the encoding and decoding of social signals. The mechanisms involved are every bit as cognitive as math seatwork (Bjorklund & Brown, 1998). With the recent hypothesis that domain-specific brain modules may have evolved to process social information, it could be intimated that some cognitive benefits are a direct consequence of some types of physical play.
Examples of content areas that can be explored in context outdoors and on a playground include: - the natural elements: experiencing
wind, dirt, water, seasons;
- physics: using a see-saw,
merry-go-round, swings;
- architecture and design: building
with natural materials;
- math and numbers: counting, keeping
score; and
- language development: explaining,
describing, articulating, seeking information, and making use of oral
language/vocabulary/word power.
References
Barbour, A.C. (1996).
Physical Competence and Peer Relations in 2nd Graders: Qualitative Case Studies
from Recess Play. Journal of Research in Childhood Education, 11, 35-46.
Bjorklund, D.F., &
Brown, R.D. (1998). Physical play and cognitive development: Integrating
activity, cognition, and education. Child Development, 69(3), 604-606.
Bodrova, E., & Leong,
D.J. (1999). Play and its role in development and learning: The Vygotskian
approach. In M. Guddemi, T. Jambor, & A. Skrupskelis (Eds.), Play in a
changing society.
Bogden, J.F., &
Bredekamp, S. (1998). Developmentally
Appropriate Practice in Early Childhood Programs Serving Young Children Birth
Through Age 8.
Chmelynski, C. (1998).
Is Recess Needed? The Education Digest, 64(4), 67-8.
Clements, R.L. (Ed.)
(2000). Elementary School Recess: Selected
DeVries, R. (1998).
Games with rules. In D.P. Fromberg & D.
Freitag, P.J. (1998).
Games, achievement, and the mastery of social skills. In D.P. Fromberg & D.
Fujiki, M., Brinton, B.,
Isaacson, T. & Summers, C. (2001). Social behaviors of children with
language impairment on the playground: A pilot study. Language, Speech, and
Hearing Services in Schools, 32(2), 101-13.
Grineski, S. (1992).
What is a truly developmentally appropriate physical education program for
children? Journal of Physical Education, Recreation, and Dance, 63(6),
33-36.
Guddemi, M., Jambor,
T., & Skrupskelis, A. (Eds.). (1999). Play in a Changing Society.
Harrison, D. (Ed.).
(1999). More schools are giving kids a break from recess. Education Daily, 31(246).
Healy, J.M. (1991). Endangered
Minds: Why Children Don’t Think and What We Can Do About It.
Healy, J.M. (1998). Failure
to Connect: How Computers Affect Our Children’s Minds – For Better and Worse.
Jambor, T. (1994).
School recess and social development. Dimensions of Early Childhood, 17-20.
Jambor, T. (2000).
Recess: A curriculum necessity. In Clements, R.L. (Ed.) (2000), Elementary
School Recess: Selected
Jarrett, O.S., Maxwell,
D.M., Dickerson, C., Hoge, P., Davies, G. & Yetley, A. (1998). Impact of
recess on classroom behavior: Group effects and individual differences. The
Journal of Educational Research, 92(2), 121-126.
Johnson, D., (1998).
Many schools putting an end to child’s play. New York Times 4(7). A1,
A16.
Kneas, K.M. (1999).
Improving children’s outdoor play experiences. Scholastic Early Childhood
Today, 13(7), 45-6.
Landreth, G. (1991). Play
therapy: The art of the relationship.
Landreth, G. (1993a).
Self-expression communication of play. In Schefer, C.E. (Ed). The
Therapeutic Powers of Play, 41-63.
Landreth, G. (1993b).
The emotional healing benefit of play. In Guddemi, M. & Jambor, T. (Eds.), A
Right to Play.
Lewis, T.J., Colvin, G.
& Sugai, G. (2000). The effects of pre-correction and active supervision on
the recess behavior of elementary students. Education and Treatment of
Children, 23(2), 109-21.
Pellegrini, A.D. &
Bjorklund, D.F. (1996). The place of recess in school: Issues in the role of
recess in children’s education and development. Journal of Research in
Childhood Education, 11, 5-13.
Pellegrini, A.D. &
Davis, P.D. (1993). Relations between children’s playground and classroom
behavior. British Journal of Educational Psychology, 63, 88-95.
Pellegrini, A.D. &
Smith, P.K. (1998). Physical activity play: the nature and function of
neglected aspect of play. Child Development, 69(3), 577 598.
Piaget, J. (1962). Play,
Dreams, and Imitation in Childhood.
Piaget, J. (1997). The
Moral Judgment of the Child.
Rivkin, M.S. (1995). The
Great Outdoors: Restoring Children’s Right to Play Outside.
Rivkin, M.S. (2001).
Problem solving through outdoor play. Scholastic Early Childhood Today,
15(7), 36-43.
Seefeldt, C. (2000).
Outdoor play for all children. Scholastic Early Childhood Today, 14(6),
15.
Skrupskelis, A. (2000).
An historical trend to eliminate recess. In Clements, R.L. (Ed.) (2000), Elementary
School Recess: Selected
Strickland, E. (1999).
How to build confidence through outdoor play. Scholastic Early Childhood
Today, 13(7), 39-40.
Strickland, E. (2000).
The power of play. Scholastic Early Childhood Today, 14(6), 36- 43.
Strickland, E. (2001).
What children learn through outdoor play. Scholastic Early Childhood Today, 15(7),
44.
Thompson, S., Knudson,
P. & Wilson, D. (1997). Helping primary children with recess play: A social
curriculum. Young Children, 52(6), 17-21.
Appendix I
RECESS IN ELEMENTARY SCHOOLS
Council on Physical Education for Children
A Position Paper from the National Association for Sport and Physical Education
©
July, 2001
National Association for Sport and Physical Education, an
association of the
American
Recess, An
Essential Component
Recess, while separate and
distinct from physical education, is an essential component of the total
educational experience for elementary aged children. Recess provides children
with discretionary time and opportunities to engage in physical activity that
help to develop healthy bodies and enjoyment of movement. It also allows
elementary children to practice life skills such as conflict resolution,
cooperation, respect for rules, taking turns, sharing, using language to
communicate, and problem solving in situations that are real. Furthermore, it
may facilitate improved attention and focus on learning in the academic
program.
Various organizations including
the National Association of Elementary School Principals, the National
Association for the Education of Young Children, and the American Association
for the Child’s Right to Play support recess as an important component of a
child’s physical and social development. Children need a variety of movement experiences
to develop a healthy mind and body that is capable of learning. Inactivity is
considered a major risk factor for heart disease, and patterns of inactivity
may begin at early ages. As a result of parents working outside the home,
neighborhood safety issues, and a lack of community support, a growing number
of children have limited time to participate in unstructured play in their
neighborhoods. They spend more time watching TV, playing computer games or
other sedentary activities. The result of this inactivity, coupled with poor
nutritional habits, is that more children are overweight and obese, showing
early signs of heart disease, diabetes and other serious health problems. The
involvement of young children in daily physical activity during school hours
therefore is critical for their current and future health.
Recess may also provide the
opportunity for students to develop and improve social skills. During recess
periods, students learn to resolve conflicts, solve problems, negotiate, and
work with others without adult intervention. Cognitive abilities may also be
enhanced by recess. Studies have found that students who do not participate in
recess may have difficulty concentrating on specific tasks in the classroom,
are restless and may be easily distracted. In addition, recess serves as a
developmentally appropriate strategy for reducing stress. Contemporary society
introduces significant pressure and stress for many students because of
academic demands, family issues and peer pressures.
Based on this information, COPEC
recommends the following:
- Recess should not replace physical education. Recess is
unstructured playtime where children have choices, develop rules for play,
and release energy and stress. It is an opportunity for children to
practice or use skills developed in physical education.
- Physical education provides a sequential instructional
program with opportunities for children to learn about and participate in
regular physical activity, develop motor skills, and use skills and
knowledge to improve performance.
- Schools should develop schedules that provide for
supervised, daily recess in pre-kindergarten through grades five or six.
The use of facilities for recess activities should not interfere with
instructional classes (separate locations for each activity). If possible,
recess should not be scheduled back to back with physical education
classes.
- Recess should not be viewed as a reward but a necessary
educational support component for all children. Students should not be
denied recess as a means of punishment, or to make up work.
- Periods of moderate physical activity should be
encouraged and facilitated while recognizing that recess should provide
opportunities for children to make choices. NASPE recommends that children
ages 6-11 participate in at least one hour and up to several hours of
physical activity each day. This activity may occur in periods of moderate
to vigorous activity lasting 10-15 minutes or more. Recess may provide
some of this activity time.
- Schools should provide the facilities, equipment, and
supervision necessary to ensure the recess experience is productive, safe,
and enjoyable. Developmentally appropriate equipment, as outlined in the
NASPE Guidelines for Facilities, Equipment and Instructional Materials,
should be made available. Adults should regularly check equipment and
facilities for safety.
- Physical education teachers and classroom teachers should
teach children positive skills for self-responsibility during recess.
- Adults should direct or intervene when a child’s physical
or emotional safety is an issue. Bullying or aggressive behavior must not
be allowed, and all safety rules should be enforced.
Quality physical education along
with daily recess are necessary components of the school curriculum that enable
students to develop physical competence, health-related fitness, self
responsibility, and enjoyment of physical activity so that they can be
physically active for a lifetime.
References:
Council on Physical Education
for Children (COPEC). (1998). Physical Activity for Children: A Statement of
Guidelines.
Jarrett, O.S. (1998). “Effect of
recess on classroom behavior: Group effects and individual differences,” Journal
of Education Research, 92(2): 121–126.
National Association of State
Boards of Education. (2000). Fit, Healthy and Ready to Learn.
Pellegrini, A.D. and Smith, P.K.
(1993). “School recess: Implications for education and development,” Review
of Educational Research, 63(1): 51–67.
Pellegrini, A.D. and Davis, P.D.
(1993). “Relations between children’s playground and classroom behaviour,” British
Journal of Educational Psychology, 63: 88–95.
*Additional information on
recess may be obtained through the International Play Association.
Appendix II
early years are learning years
The value of school recess and outdoor play
National
Association for the Education of Young Children
1997
The delights of the outdoors are
among the deepest, most passionate joys of childhood; however, increasing
demands on parents working outside of the home have resulted in growing numbers
of children with less time to play under adult supervision in their
neighborhoods or in their yards. Instead, they are spending more time behind
locked doors watching television, playing video and computer games, and as
recent studies have shown, growing obese. Other children often have afternoon
schedules full of structured activities, including music, dance instruction,
drama classes, and tennis lessons.
Compounding the dilemma is a
trend among many public school districts throughout the
While these concerns are valid,
school recess is often the only time during the work week that children are
able to be carefree--a time when their bodies and voices are not under tight
control.
It is a widely held view that
unstructured physical play is a developmentally appropriate outlet for reducing
stress in children’s lives, and research shows that physical activity improves
children’s attentiveness and decreases restlessness. Following are a few
reasons why school administrators should carefully consider the benefits of
outdoor play before eliminating recess from their curriculum.
- Play is an active form of learning that unites the mind,
body, and spirit. Until at least the age of nine, children’s learning
occurs best when the whole self is involved.
- Play reduces the tension that often comes with having to
achieve or needing to learn. In play, adults do not interfere and children
relax.
- Children express and work out emotional aspects of
everyday experiences through unstructured play.
- Children permitted to play freely with peers develop
skills for seeing things through another person’s point of
view--cooperating, helping, sharing, and solving problems.
- The development of children’s perceptual abilities may
suffer when so much of their experience is through television, computers,
books, worksheets, and media that require only two senses. The senses of
smell, touch, and taste, and the sense of motion through space are
powerful modes of learning.
- Children who are less restricted in their access to the
outdoors gain competence in moving through the larger world.
Developmentally, they should gain the ability to navigate their immediate
environs (in safety) and lay the foundation for the courage that will
enable them eventually to lead their own lives.
Our society has become
increasingly complex, but there remains a need for every child to feel the sun
and wind on his cheek and engage in self-paced play. Children’s attempts to
make their way across monkey bars, negotiate the hopscotch course, play jacks,
or toss a football require intricate behaviors of planning, balance, and
strength--traits we want to encourage in children. Ignoring the developmental
functions of unstructured outdoor play denies children the opportunity to
expand their imaginations beyond the constraints of the classroom.
Additional
Resources
Rivkin, M.S. (1995). The
Great Outdoors: Restoring Children’s Right to Play Outside.
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