A Qualitative Study of Teachers' Perceptions of Increased Recess Time on Teaching, Learning, and Behavior

Autor/inn/en	Bauml, Michelle; Patton, Mary Martin; Rhea, Deborah
Titel	A Qualitative Study of Teachers' Perceptions of Increased Recess Time on Teaching, Learning, and Behavior
Quelle	In: Journal of Research in Childhood Education, 34 (2020) 4, S.506-520 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bauml, Michelle) ORCID (Rhea, Deborah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2020.1718808
Schlagwörter	Recess Breaks; Elementary School Teachers; Teacher Attitudes; Time Management; Cognitive Development; Social Development; Emotional Development; Physical Health; Program Effectiveness; Academic Achievement; Play; Creativity; Problem Solving; Peer Relationship; Curriculum; Scheduling; Teaching Methods + Suchen Sie Ihr Suchwort? Aktive Pause; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Zeitmanagement; Kognitive Entwicklung; Soziale Entwicklung; Gefühlsbildung; Gesundheitszustand; Schulleistung; Spiel; Kreativität; Problemlösen; Peer-Beziehungen; Curricula; Lehrplan; Rahmenplan; Disposition; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Recess in the United States is decidedly limited in elementary schools, despite numerous research findings that support unstructured play as a vehicle for development across multiple domains. It is widely understood that recess breaks promote prosocial behaviors, physical activity, and attentiveness in class. However, few researchers in the United States have explored effects of multiple daily recess periods on teaching, learning, and behavior. In this investigation, we report findings from interviews with 17 teachers who provide four recess periods daily. We describe the LiiNK Project, inspired by European approaches that provide recess breaks throughout each school day. Findings from this study extend existing knowledge about benefits of recess by providing teacher accounts about how multiple recess periods affect students cognitively, socially, and emotionally. Furthermore, this research makes a new contribution to the literature by reporting how teachers maximize instructional time while increasing daily recess from 15 to 60 min. Implications for school leaders and teachers are shared. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01