Advocating for Play: The Benefits of Unstructured Play in Public Schools

Autor/inn/en	Parrott, Heather Macpherson; Cohen, Lynn E.
Titel	Advocating for Play: The Benefits of Unstructured Play in Public Schools
Quelle	In: School Community Journal, 30 (2020) 2, S.229-254 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Play; Recess Breaks; After School Programs; Program Effectiveness; Elementary School Students; Children; Public Schools; Social Development; Emotional Development; Cognitive Development; Positive Attitudes; Attention Span; Friendship; Cooperation; Conflict Resolution; New York + Suchen Sie Ihr Suchwort? Spiel; Aktive Pause; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Child; Kind; Kinder; Public school; Öffentliche Schule; Soziale Entwicklung; Gefühlsbildung; Kognitive Entwicklung; Freundschaft; Co-operation; Kooperation; Conflict solving; Konfliktlösung; Konfliktregelung
Abstract	This study offers a look inside one school community. The school implemented Let Grow Play Club and a recently expanded 40-minute recess period. Data are from observations of children's play periods, child interviews, and teacher interviews. We argue that play has significant cognitive, emotional, and social benefits for elementary school children. Periods of play at school help students to focus, build friendships, improve mood, work cooperatively, and work through conflict without adult intervention. The study has implications for the expansion of play, including recess and programs like Let Grow Play Club, for all schools as a social justice issue. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01