Sorry Kids, No Recess This Year!

“… A number of dissident child psychologists warn that most pediatricians and family physicians are not qualified to distinguish between an abnormal child and a child who is exhibiting quite normal behavior in not wanting to sit through a seven-hour school day cramming for standardized tests--- without recess, art, music, gym…why not increase the number of children taking Ritalin to 7.5 million so we could increase classroom size to 45 and save a lot of money.”

-Ohanian, 2002

“Johnny, this is your last warning,” the teacher says annoyingly to Johnny for the 3^rd time in the past 30 minutes… “Congratulations! You just lost 5 minutes of your recess, Johnny,” the teacher snarls as she scribbles Johnny’s name on the board. “And don’t make me add more time to it!”

This is shockingly close to the conversation a passerby hears within classroom walls as they pass through the halls. It was precisely these conversations that motivated me to investigate the role of recess in a child’s development, mental wellbeing and academic achievement. Many students only are allowed one recess period a day, while others don’t even get a break once a day. Between the hours of eight and three, students are expected to pay attention to their teacher and the tasks and assignments they are asked to complete. Children are expected to sit and sit without a break or breath of fresh air. Recess is designed to be a break from the day’s routine; a time to take a few breaths and your mind off daily tasks. “For all people, of all ages, breaks are considered essential for satisfaction and alertness” (Jarrett, 2002). It is unfair to kids to take away their breaks. Additionally, research shows lack of recess time affects all aspects of child development.

In my investigation I wanted to find out what is actually going on with recess and why it seems like it is disappearing and whether there were any scientific reasons recess was important. I broke my research into three main parts: What’s all the hype?, What about the kids?, So, what are you gonna do about it?

What’s all the hype?

Recess schedules have been thinning out over the past several years. When I was in school, we got 4 recesses daily- a before school morning recess, a morning recess, a lunch recess, and an afternoon recess. Today many children get one or fewer recesses daily.

A 1989 survey of state superintendents conducted by National Association of Elementary School Principals (NAESP) found that 90% of school districts had at least one recess period per day, however since 1989, many schools have abolished recess time completely (Jarrett, 2002). Currently, according to the American Association for the Child’s Right to Play, 40% of elementary schools in the United States are reducing, deleting or considering deleting recess (NAECS, 2001).

Several reasons are considered the culprit of the restriction and abolishment of recess. Some say there are too many safety and liability concerns regarding recess behaviors, activities and equipment. Others argue that recess disrupts work patters and children cannot focus when they get back into the classroom (Jarrett, 2002). While still others worry about children’s behaviors, specifically bullying and fighting during recess breaks (Pellegrini, 1995). Although there are several excuses for taking away recess, the most common reasons schools are taking away recess are for issues of accountability and the need for more “academic instructional time” (Jarrett, 2002, NAECS, 2001, Pellegrini, 1995 & Summerford, n.d.). “With the pressures to improve academic achievement and the new pressures of accountability something has to give, and that is usually PE. PE is seen as a frill and unnecessary or something extra” (Summerford, n.d.).

Unfortunately, in this era of standardized testing, kids are not performing as well as they are expected to academically. This may be due in part to the epidemic of restricting recess and taking away recess as a form of punishment. “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” (NAECS, 2001).

Students are expected to sit for hours and hours and perform mentally exhausting tasks without getting bored, being distracted or disruptive, or having breaks. However, these “breaks” that are “taking away from instructional time” have positive effects for students and students may be drowning in the academic achievement pool due to their abolishment.

What About the Kids?

There are several reasons why kids need recesses, including, physical, social and cognitive development gains, the fact that it is developmentally appropriate, it is in their rights as a child and human being to have a break during the day and lastly, kids simply need a time during the day to blow off steam and relax (Pellegrini, 1995).

Physical Development

Recess contributes to physical fitness and growth for obvious reasons. Childhood obesity has tripled over the past 30-35 years. Doctors believe inactivity is strongly associated with the rise in obesity (Jarrett, 2002). Children are not getting the physical activity their body requires to grow at a steady and safe rate. Furthermore, children who are inactive during the school day usually do not compensate by being active after school (Jarrett, 2002). So, the assumption that recess is not important because they can just go home and play outside and exercise is invalid.

The National Association of Early Childhood Specialists (2001) cites three reasons why recess is important for the physical development of children. 1.) Recess allows children to move and participate in physical activities. 2.) Recess improves children’s attentiveness and decreases restlessness. There are two views of this argument, the surplus energy theory and the novelty theory. The surplus energy theory views 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 asserts that on-task attention can be increased by providing opportunities for diversion from boredom. Either way, recess is viewed as a positive and necessary element in a child’s daily schedule. 3.) “Physical movement fuels the brain with better supply of blood and provides brain cells with a healthier supply of natural substances that enhance brain growth and help the brain make a greater number of connections between neurons” (NAECS, 2001). Furthermore, physical activity is shown to improve circulation and blood flow to the brain raising norepinephrine and endorphin levels- all of which may reduce stress, improve mood and release a calming effect (Taras, 2005).

Emotional and Social development

Recess facilitates better physical health and has psychological benefits that may aid in emotional health, thus allowing better social interaction among peers (Taras, 2005). Recess is often used as an outlet for reducing anxiety and stress and gaining self-control (NAECS, 2001). Students who struggle academically often have a lot of fear and anxiety about their school work and how they are perceived by teachers, parents and most importantly, peers. Recess is an opportunity for children to let go and relax. Recess allows kids to show their abilities in another way. They are able to deal with and manage their stress effectively.

There are several social benefits of physical activity also. Children who participate in a safe recess environment are encouraged to develop and use many effective social skills such as cooperation, sharing and following rules (Taras, 2005). “Cooperation, sharing, language, conflict resolution can be actively practiced, interpreted and learned in a meaningful context during recess” (NAECS, 2001). Many of the social benefits physical activity has to offer are especially great for children who may not have many opportunities to experience social interactions with peers. An example of a child that benefits greatly from social interactions at recess is a latchkey kid. These kids often go home, and lock the door behind them playing videogames or watching TV until, or even after their parent gets home. “[Recess programs] help children develop social skills, improve mental health and reduce risk-taking behaviors” (Taras, 2005). Taras (2005) says that children who learn to cooperate, share, and abide by the rules of group activities are more likely to feel connected to school and community and want to challenge themselves.

Cognitive development

Often we separate the concepts of mind and body assuming they do not have a connection to one another. However, research has show that there is a great connection between the mind and the body. “The more closely we consider the elaborate interplay of the brain and body, the more clearly one compelling theme emerges: movement is essential to learning” (Summerford). Furthermore, “…exercise boosts the number of brain cells in the hippocampus, the part of the brain known to be centrally important in learning and memory” (Summeford).

Taras (2005) cites five studies that conducted control experiments (Caterine & Polak 1999, MacMahon & Gross 1987, Raviv 1990, Sallis et all 1999, Shephard 1996) all of which found positive correlation between unstructured physical activity and cognitive development. They concluded that overall concentration appeared to improve immediately following physical activity as opposed to the argument that recess makes kids hyper and unable to concentrate and complete their work. The researchers also concluded that as a result of recess there was an improved rate of academic learning per unit of class time. In other words, the common argument that PE and recess time takes away from academic learning time was proven false in this study. Finally, researchers found that there was improved physical fitness and self-concept and these areas could increase academic achievement. The premise is that if a child feels good about themselves in other areas other than academic subjects they are more willing to challenge themselves and try new things.

A lot of learning can occur on the playground. “Children can remember more, focus better and regulate their own behavior better in play than in any other context” (NAECS, 2001). Study after study proves that students need to learn in an authentic setting. Furthermore, concepts are better understood in a concrete setting. “Children develop intellectual constructs and cognitive understandings through the hands-on, manipulative, exploratory behavior that occurs during play episodes and play opportunities” (NAECS, 2001). NAECS (2001) cites several ways students learn in the unstructured setting of the playground. Children can learn about the natural elements such as experiencing wind, dirt, water and seasons. What better way to learn about weather and the seasons than actually being outside and discovering them first hand. Students also learn physics concepts by using a see-saw, merry-go-round and swings. Mathematics and language experiences are also enhanced during recess times. Students practice counting, keeping score, explaining, describing, articulating, seeking information and making use of oral language and vocabulary.

There have been several studies that support the assertion that the brain needs a break. Studies show that attention and recall is improved when learning is spaced rather than presented all at once (Jarrett, 2002). “Attention requires periodic novelty, that the brain needs downtime to recycle chemicals crucial for long-term memory formation and that attention involves a 90- 110 minute cyclical patterns throughout the day” (Jarrett, 2002).

Lack of experiences in unstructured physical activities has a negative impact of children. “Lack of physical activity not only affects the overall health of a person, high blood pressure, high cholesterol and Diabetes II but also the affects the brain” (Summerford). Children who attend schools with no recess or limited recess do not have the opportunity to allow their brain to rest and thus store information unproductively.

There is a connection between the brain and physical movement. Though there is controversy to what degree this connection is, recess is still an essential part in the school day for the cognitive development of children.

Classroom management

Recess has implications for the teacher and the entire classroom. Delaying, taking away, as a form of punishment, and restricting recess to allow more time to “academics” all have a negative impact on the classroom dynamic and learning. Several experimental studies show that elementary school children became progressively inattentive when recess was delayed (Jarrett, 2002).

Students who are especially fidgety and have a hard time sitting still suffer the most from the restriction of recess. “ADD and ADHD children are often punished for not paying attention in class or getting up and walking around during a lesson. For these students it is counter-productive for these students to suffer consequences that make them stay seated such as missing recess” (Pledge, 2002). Additionally, a study with fourth graders found that students were more on-task and less fidgety in the classroom on days when they had had recess, with hyperactive children among those who benefited the most (Jarrett, 2002).

Recess allows students to experience success in school. They are better able to focus and finish tasks when given breaks throughout the day. This may aid in classroom management and motivation for students. “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” (NAECS, 2001).

So, what are you gonna do about it?

Recess is a time when children are encouraged to release their stress and have a break from the daily routine. Recess encourages active free play, cognitive, social and physical development. Additionally, recess is developmentally appropriate, it is appropriate for young children to play and explore the world in a safe environment. “The National Association for the Education of Young Children (NAEYC) describes unstructured physical play as a developmentally appropriate outlet for reducing stress in children” (NAECS, 2001). Taking away recess as a form of punishment for not paying attention or not finishing work is not only counterproductive, it is also unfair to the students. Article 31 of the United Nations Convention on Children’s Rights states, “recess is the right of every child. …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” (NAECS, 2001).

As educators we need to take into consideration the well-being of our students. Sitting in a classroom for seven hours a day is grueling. Children, like adults need frequent breaks from academic tasks. As teachers we need to be advocates for our students and if recess is not mandated by the district or school, it is the teacher’s responsibility to include time during the day when children can take a mental break from their daily tasks by being freely active in physical activity.

Sources

Jarrett, O. (2002). Recess in Elementary School: What does the Research Say? Illinois: ERIC Clearinghouse on Elementary and Early Childhood Education. (ERIC Document Reproduction Service No. ED 466331)

National Association of Early Childhood Specialists (NAECS) in State Departments of Education. (2001). Recess and the Importance of Play. A Position Statement on Young Children and Recess. U.S. Department of Education, 2-15.

Ohanian, S. (2002). What Happened to Recess and Why are our Children Struggling in Kindergarten? New York: McGraw-Hill.

Summerford, C. What is the Impact of Exercise on Brain Function for Academic Learning.

Pellegrini, A. (1995). School, Recess and Playground Behavior. New York: State University of New York Press.

Pledge, D. (2002, December). ADD and ADHD: An Overview for School Counselors. Greensboro, North Carolina: ERIC Clearinghouse on Counseling and Student Services. (ERIC Document Reproduction Service No. ED 470600)

Taras, H. (2005). Physical Activity and Student Performance at School. J. Sch. Health, 75(6).