Recess Time: Help or Hindrance to the Social-Emotional Development of Young Children?

Autor/inn/en	Mak, Carolyn; Koustova, Natasha
Titel	Recess Time: Help or Hindrance to the Social-Emotional Development of Young Children?
Quelle	In: Theory Into Practice, 62 (2023) 2, S.127-140 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mak, Carolyn) ORCID (Koustova, Natasha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2023.2202134
Schlagwörter	Recess Breaks; Social Emotional Learning; Playgrounds; Playground Activities; Adults; Supervision; Reinforcement; Student Behavior; Scaffolding (Teaching Technique); Student Role; Interpersonal Competence; Conflict Resolution; Elementary Schools; Elementary School Students; School Policy + Suchen Sie Ihr Suchwort? Aktive Pause; Playground; Spielplatz; Positive Verstärkung; Student behaviour; Schülerverhalten; Interpersonale Kompetenz; Conflict solving; Konfliktlösung; Konfliktregelung; Elementary school; Grundschule; Volksschule; Schulpolitik
Abstract	Recess is an important and unique component of the school day, and yet there is a relative paucity of research on its impact on young children. Moreover, recesses are often perceived negatively by educators because they can detract from academic instructional time and, depending on the kind of play and interactions between students, may also be times of social conflict and, in some cases, exclusion and bullying. This article examines several facets of recess and its importance: it outlines what students do at recess and the social processes that take place, as well as challenges specific to recess time, and its impact on social-emotional learning. It then reviews what constitutes a high-quality recess and synthesizes scholarship on the effectiveness of recess interventions around the world. The article evaluates whether recess is ultimately a help or a hindrance to young children's social-emotional development, and concludes with both policy and practice recommendations for educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01