Transcript Since When Did Recess Become a Dirty Word? Examining the

Since When Did Recess Become a Dirty Word?
Examining the Impact of NCLB on Daily Recess
Time in Pennsylvania Elementary Schools
Michael M. Patte
Bloomsburg University
Introduction
 Many school districts across the country are reducing or eliminating time
devoted to recess due in part to increasing school and teacher accountability
for student performance on state mandated standardized tests and the belief
that time is more wisely spent on academics.
 More recently, since 1990, 40 percent of the nation’s 16,000 school districts
have either modified, deleted, or are considering deleting recess from the
daily elementary school schedule due to increased pressure from numerous
sources to improve achievement (American Association for the Child’s Right
to Play, 2000).
 According to Skrupskelis (2000) the phenomenon of reducing time for recess
has no credible research to back it up, and is actually counterproductive to
increasing the academic achievement of students.
 Further, a series of studies conducted in Canadian schools by Martens (1982)
speaks to the importance of recess as a vehicle for improving academic
success. The schools in the studies increased the time children spent engaged
in physical activity to one-third of the total school day. Though the students
spent significantly less time on academic subjects, scholastic achievement
levels increased.
Action Research Project
 The action research project sought to unearth teacher and administrator
perceptions about the importance of recess in each of their schools.
 Sixty undergraduate early childhood education students conducted the
research project in the Pennsylvania school district from which they
graduated.
 These sixty schools represented rural and urban districts ranging from
small to large throughout the Commonwealth.
 The students conducted a face-to-face interview with elementary school
personnel and obtained answers to questions from a twelve question
recess survey created by the researcher.
 Students then used the data gleaned from the interviews to write a final
report documenting the importance of recess in a particular elementary
school in Pennsylvania.
 The data from the student final reports is shared in this presentation.
Interview Questions
The interview questions included:
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Do you believe recess is a necessary part of the school day?
Do you believe recess contributes to child development?
Does your school devote time for recess each day?
How many minutes are devoted to recess each day?
How many minutes do you believe should be devoted to recess each
day?
Has the time devoted to recess in your school decreased/increased
recently?
To what do you attribute the decrease/increase in time devoted to
recess?
Was the decision to decrease/increase the time devoted to recess in
your school made collectively or unilaterally?
Do you believe eliminating/reducing time for recess is a mistake?
Do you believe eliminating/reducing time for recess will have
implications for children?
Do you believe eliminating/reducing time for recess is based upon
solid research?
Do you believe eliminating/reducing time for recess is politically
motivated?
Recess Defined
 According to Pellegrini and Smith (1993),
recess is a period of active, free, usually
outside play during the day set aside for
elementary and sometimes middle school-age
children.
 An essential element of recess is student
choice. In other words, recess is unstructured
and undirected.
Recess & Brain Development
 The recent research on brain growth and development stresses the
importance of active, physical, and cognitively stimulating play for
all children (Zwillich 2001).
 Research by Brink (1995) suggests that capacity to master new
information and recall past information is enhanced by biological
and chemical changes in the brain caused by exercise.
 Research asserts that the brain operates on a cycle of 90 to 120
minutes, and over the duration of each cycle, the brain becomes
alternately more and less productive in the processing of either
verbal or spatial information (Klein and Armitage, 1979).
 Rossi and Nimmons (1991) point out that twenty minute mental
breaks throughout the day enhanced productivity. The brain
performs poorly when attempting constant intense attention, and is
capable of ten minutes or less of continuous focus on external stimuli.
Recess and Health & Physical Development
 Daily recess provides many benefits for children including
enhanced: aerobic endurance, muscle strength, motor
coordination, attentiveness.
 According to Clements and Jarrett (2000) children’s bodies
experience heightened physical growth between the ages of 4 and
12, and vigorous physical activity during recess stimulates the
development of the heart, lungs, and other vital organs.
 Further, the CDC (1997), reports that regular physical activity is
associated with higher levels of self-esteem and lower levels of
anxiety in adolescence.
 In addition, Rivkin (2001) found that most children who play
outside on a regular basis are healthier, and physically active
children are more likely to become physically active adults (AHA,
1999).
Recess and Social & Emotional Development
 Rogers and Sawyers (1988) found that through outdoor play,
children develop social and emotional skills.
 Jambor (1994) also recognized the playground at recess time
as one of the few places where children can actively
confront, interpret, and learn from meaningful social
experiences.
 When children organize their own games, they exhibit a
wide range of social competencies including respect for
rules, self-discipline, leadership skills, aggression control,
conflict resolution, and an appreciation for the culture and
beliefs of others (Jarrett and Maxwell, 2000).
 Research by Pellegrini (1992b) suggests that social
relationships developed on the playground facilitate
relationships and learning inside the classroom as well.
Recess and Classroom Behavior
 Research by Bogden & Vega-Matos (2000) suggests that
students are more focused on their teachers and school
work after recess.
 Allowing time for a mental break in the form of recess
may minimize disruptive behavior once students
return to the classroom. Therefore, recess can be
viewed as an important component of classroom
management.
 A study by Pellegrini & Davis (1993) found that
children became fidgety and less attentive in the
absence of recess, while children engaged in vigorous
playground activity were less fidgety and more
attentive after recess.
Methods
 The action research project was conducted during the spring 2005 semester by
undergraduate early childhood education students enrolled in the Introduction
to Early Childhood Education (62.121) class.
 A twelve question recess survey created by the researcher was used to generate
the data on teacher and administrator perceptions about the importance of recess
in each of their schools.
 Participants of the action research project included sixty undergraduate early
childhood education majors and a combination of sixty teachers and school
administrators representing public elementary schools throughout the
Commonwealth of Pennsylvania.
 Each participant took part in a face-to-face interview conducted by the researcher
throughout the spring 2005 semester. The format of the interviews was semistructured and included twelve research questions.
 Interview notes were coded and analyzed to discern emergent themes.
Results
 An overwhelming 98 percent of participants believed recess was a
necessary part of the school day.
 The vast majority, 98 percent of participants believed recess contributed to
the cognitive, social, and emotional development of children.
 97 percent of the Pennsylvania school districts represented in the action
research project offered daily recess.
 The average time devoted to daily recess among the sixty Pennsylvania
school districts represented in the action research project was 20 minutes.
 The participants believed an average of 30 minutes should be devoted to
daily recess in their schools. This represents an increase of ten minutes to
the average time presently offered throughout the sixty Pennsylvania
school districts included in the action research project.
 50 percent or 30 of the Pennsylvania school districts represented in the
action research project decreased daily recess time recently, while none of
the schools increased daily recess time recently according to the
participants.
Results
 According to participants, the school districts that decreased daily recess time
felt pressure to do so due to increased school and teacher accountability for
student performance on state-mandated assessments, and due in part to the
passage of the No Child Left Behind Act, a finding echoed by Skrupskelis
(2000).
 28 of the 30 or 93 percent of Pennsylvania school districts that reduced daily
recess time, made the decision to do so unilaterally, without input from the
teachers or parents.
 100 percent of the participants viewed the elimination or reduction of time
devoted to daily recess as a mistake to be avoided.
 100 percent of the participants believed that eliminating or reducing time for
daily recess would have negative implications for children.
 97 percent or 58 out of 60 participants did not believe eliminating of reducing
daily recess time was based upon solid research, but rather due to pressure
demanding increased school and teacher accountability for student academic
performance.
 92 percent or 55 out of 60 participants believed eliminating or reducing daily
recess time was politically motivated. This political pressure was exerted by
the federal No Child Left Behind Legislation and its call for greater school and
teacher accountability for student academic performance.
Implications
Advocate for Recess as a Vital Part of the School Culture
 Undergraduate and graduate coursework in teacher and
administrator preparation should highlight the important role of
advocacy in affecting educational change at the local, state, and
federal policy levels.
Document the Positive Outcomes Associated with Recess
 Teachers need to share this knowledge with parents, colleagues,
principals, superintendents, school board members, and policy
makers to ensure the staying power of recess as part of the school
culture/educational landscape and to prevent its elimination
based upon current political motivations.
Implications
Initiate Public Discourse Concerning Recess
 In 93 percent of the Pennsylvania school districts that reduced
daily recess time, the decision to do so was made unilaterally,
with no input form community members, parents, or teachers.
Any school decision affecting such a large number of children and
families should be debated in an open forum with opportunities
for all sides to share their positions before a final decision is
made. Such a forum would bring the issue out into the light of
day, validate the feelings of all of the stakeholders, and apply
some political pressure to those making the final decision.
Hold Public Officials Accountable for Policies that
Impinge Upon Daily Recess
 Teachers can endorse candidates for local, state, and national
public office who support recess as a vital part of the school day
and advocate for policies to protect this precious commodity, and
oppose those candidates who do not.
References
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New York: AIIA.
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Brink, S. (1995). Smart moves: New research suggests that folks from 8 to 90 can shape up
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References
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