Abstract
In recent decades, the role of recess during the school day has been called into question. This chapter addresses the critical issue of whether recess adds value to education by describing research examining the effects of recess on development and achievement. This topic is of critical importance for educational settings and wellbeing: To ensure the best practices are being utilized, school policies should be based on scientific investigations. Thus, research examining recess and play is described.
In this chapter, we begin with a description of how recess has changed over history, highlighting the erosion of recess time. Those in favor of reducing or eliminating recess argue that it is unnecessary. Another argument for reducing recess is that its reduction maximizes instructional time, which enables students to reach academic standards. Other arguments for reducing or eliminating recess time are described, such as the perceived increases in achievement, decreases in bullying, and the potential benefits of replacing recess with physical education.
Next, we describe arguments and research supporting the inclusion of recess. This begins with examining theories of classic scholars. We then examine scientific studies investigating how recess and play benefit children by helping prepare them for adulthood, increasing wellbeing (e.g., physical fitness), improving classroom behavior, and enhancing social competence. Next, we describe research that links recess and play to cognition and academic success, which is further supported by research on massed versus distributed practice. Finally, developmental theory and empirical investigations suggest that younger children demonstrate greater benefit from recess and are less reliable test takers, considerations that should be taken into account when making policy decisions.
Overall, research documents that routinely providing recess is beneficial for students, especially young children. In contrast, arguments in favor of reducing or eliminating recess do not appear to be based in research. Thus, the chapter proffers the argument that theories and empirical research should guide policies and decisions about the inclusion of recess. Given the current scientific evidence available, recess should be a regular part of the school day.
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Notes
- 1.
We acknowledge Ithel Jones for providing these data.
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Bohn-Gettler, C., Pellegrini, A. (2014). Recess in Primary School: The Disjuncture Between Educational Policy and Scientific Research. In: Bornstein, B., Wiener, R. (eds) Justice, Conflict and Wellbeing. Springer, New York, NY. https://doi.org/10.1007/978-1-4939-0623-9_12
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