“Some of the other research that they found is that kids that go out and experience physical activity during recess, they’re less disruptive during the classroom so it helps them to stay on task better. It also helps them as far as the relationships with other children. They learn how to share, how to negotiate. It increases self-esteem and it helps to reduce the anxiety stress and depression within children where they can go out and engage with one another in some type of inactivity.”
Not all kids are active on the playground and some don’t interact with others at all during recess. Bullying and isolation often happens without playground monitors observing and they believe structured play time might engage more kids to be active. The committee envisions adults being trained to lead activities with rules of play and even teach leadership to other students by assigning responsibilities to coach or referee playground games.
“Create environments where children are more physically active. They have greater success. They have the negotiation skills. A lot of these programs will actually teach children some simple negotiation skills, simple ways of resolving conflicts in a game and then when everyone understands what those rules are, then it alleviates a lot of the stress, sometimes even the bullying that goes on or the you know I’m right you’re wrong.”
Professional guidelines suggest that kids get at least 20 minutes of recess a day and that it is not withheld from students for punishment or to make up work they didn’t complete at home or in class. The younger the child, the more play time is needed during the school day.
“A leadership role would need to take place at the school itself. There has to be buy-in from, whether it’s the leaders as educators or as principals themselves. And they begin the dialogue because creating the environment is one thing but actually being able to implement it is another.”
Earl says some schools in the state have contracted with outside consultants who assess the schools recess situation and give recommendations and tools to structure playtime. She says there are online tools as well as many grant opportunities that schools could consider. Earl assures teachers and parents that the state board does not intend to codify changes to how recess is conducted for now.
“It isn’t a policy, a rule or a law at this point. We have some policies as far as Healthy School Environments, and this could be part of those policies at the local district level, improving their resource plans. Right now, it is what we call a best practices recess guide.”
The committee approved the changes to the recess designation and will recommend the board includes breakfast time period before school as part of the same program. The recommendation goes to the full board on January 8.
- ‘No one to help me’: Special education families struggle with coronavirus school closures – USA TODAY
- Jefferson City Board of Education hold first virtual meeting – Jefferson City News Tribune
- Smethport Area School District introduces education plan, notes firm end of year date – Bradford Era
- Navigating Education at Home – Spectrum News
- Special education inconsistent in California school districts during closures – EdSource
- EDUCATION FOR WHAT? | The Crusader Newspaper Group – The Chicago Cusader
- Hernando schools await governor’s decision on technical education building – Tampa Bay Times
- Police plan education, measured enforcement of statewide stay-at-home order – Press Herald
- Secretary DeVos Announces New Federal Deadline Flexibility for Career and Technical Education Leaders, Allowing Them to Focus on Serving Students During the COVID-19 Outbreak – U.S. Department of Education