Recess periods during school are a very important time for kids. As kids are wired to play, the break provides the opportunity for them to be physically active, as well as develop social and emotional skills. They also learn about teamwork, sharing, conflict resolution and goal setting.
Previous research has shown that when kids are active they learn better. But it depends on the quality of the recess period, according to new research from Oregon State University. Previous research has concentrated on the role of physical activity during recess, but few studies have examined the quality of the recess experience for child development.
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In this study, the researchers developed and tested a new observational tool that will allow schools to study the outdoor break environment so that they can better measure and define a quality respite experience for children. It is called the “The Great Recess Framework”, which is a 17-item observational tool. It can be used to observe and rate the experience.
To test the assessment tool, the researchers collected data from 649 individual, school-based, outdoor break periods (from 495 schools) in 2016. They observed the sessions for three days for the most consistent results.
The researchers found that quality recess experiences were those where transitions to and from went smoothly; children had plenty of choices of play equipment and games; they were able to resolve conflicts among themselves; there was little violence or bullying; and adult supervisors were engaged with the students, jumping into games or encouraging interaction.
The availability of play equipment and the opportunity for physical activity during these break periods are vital, but for the recess experience to be effective for child development, many factors need to be available such as peer conflict resolution and the availability of adults to supervise and engage in play.
Source: BMC Public Health
