Recess: A Right or a Privilege?
Abstract
The Centers for Disease Control and Prevention (CDC) define recess as “a regularly scheduled period in the school day for physical activity and play that is monitored by trained staff or volunteers.” According to the CDC, “during recess, students are encouraged to be physically active and engaged with their peers in activities of their choice, at all grade levels, kindergarten through 12th grade” (CDC.gov).In a recent qualitative study examining the experiences of newcomer elementary age students, interviews and visual image data revealed that lunch, recess, and other non-instructional activities that are all part of a typical elementary school day are often favorites among children. “Lunch and recess are normally the most fun part of the day,” stated one student, while another exclaimed, “I love recess because you can play and be free” (Abel, 2020). The importance of recess is not just supported by students. In 2019, the U.S. Play Coalition, in collaboration with the American Association for the Child’s Right to Play (IPA/USA) and the Alliance for Childhood, published A Research-Based Case for Recess: Position Paper (Jarrett, 2019). The purpose of the position paper was to explore the current state of recess, identify best recess practices, and disseminate effective ways to advocate for recess. Yet, as a faculty member in higher education supporting preservice teachers, I am frequently engaged in dialogue surrounding the topic of classroom management and where recess fits in as a punitive consequence for misbehavior. These teachers-in-training are grappling with what they know to be best for students based on theories learned in coursework, and the reality of classroom and behavior management in their practicum experiences. It is my desire to continue this inquiry in collaboration with my colleagues to develop a new focus for research surrounding approaches to supporting preservice teachers with best practices while doing what is best for students’ social and emotional well-being.
Presentation Description
Unavailable
Location
Stream C
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Abel, Kristen, "Recess: A Right or a Privilege?" (2021). Curriculum Studies Summer Collaborative. 22.
https://digitalcommons.georgiasouthern.edu/cssc/2021/2021/22
Recess: A Right or a Privilege?
Stream C
The Centers for Disease Control and Prevention (CDC) define recess as “a regularly scheduled period in the school day for physical activity and play that is monitored by trained staff or volunteers.” According to the CDC, “during recess, students are encouraged to be physically active and engaged with their peers in activities of their choice, at all grade levels, kindergarten through 12th grade” (CDC.gov).In a recent qualitative study examining the experiences of newcomer elementary age students, interviews and visual image data revealed that lunch, recess, and other non-instructional activities that are all part of a typical elementary school day are often favorites among children. “Lunch and recess are normally the most fun part of the day,” stated one student, while another exclaimed, “I love recess because you can play and be free” (Abel, 2020). The importance of recess is not just supported by students. In 2019, the U.S. Play Coalition, in collaboration with the American Association for the Child’s Right to Play (IPA/USA) and the Alliance for Childhood, published A Research-Based Case for Recess: Position Paper (Jarrett, 2019). The purpose of the position paper was to explore the current state of recess, identify best recess practices, and disseminate effective ways to advocate for recess. Yet, as a faculty member in higher education supporting preservice teachers, I am frequently engaged in dialogue surrounding the topic of classroom management and where recess fits in as a punitive consequence for misbehavior. These teachers-in-training are grappling with what they know to be best for students based on theories learned in coursework, and the reality of classroom and behavior management in their practicum experiences. It is my desire to continue this inquiry in collaboration with my colleagues to develop a new focus for research surrounding approaches to supporting preservice teachers with best practices while doing what is best for students’ social and emotional well-being.
