Relations between children's playground and classroom behaviour

Abstract

In this within-subjects design field experiment children's behaviour in the playground was charted as a function of gender and time in the classroom immediately preceding playtime. Playground behaviour was also related to post-recess classroom behaviour. Twenty-three 9-year-old children were observed for 14 weeks. Classroom behaviour (i.e., task relevant behaviour on standardised seat work immediately before and after playtime) and playground behaviour (i.e., social and non-social exercise and sedentary behaviour) were observed. Time in classroom before playtime was manipulated so that there was a shorter and a longer confinement period. Results indicated that children were less attentive to seat work as a function of time and that longer confinement resulted in more exercise for boys and more social sedentary behaviour for girls. Social behaviour at playtime and post-playtime attention to seat work were significantly related. Results are discussed in terms of Novelty Theory.

School Recess and Group Classroom Behavior

“…11 Findings in this study suggest that recess may have a benefit for overall group classroom behavior. Studies by Pellegrini et al 12,13 and Jarrett et al 14 concluded that students were less attentive and worked less efficiently when confined to their classrooms in continuous instructional time. Those findings support the importance of recess for student attentiveness in the classroom.…”

“…14 These results should be interpreted with caution, however, because they are based on limited sample sizes at individual schools. Furthermore, in the 2 studies by Pellegrini et al, 12,13 the children expected to have recess, and anticipation might have contributed to inattentiveness and fidgeting when recess was delayed.…”

“…Children became more fidgety and less attentive when recess was delayed. 12 The second study showed that students were less attentive before recess than after recess and were more inattentive when recess was delayed www.pediatrics.org/cgi …”

“…7,11 Three studies that focused directly on the effects of recess on children's school performance found that, in general, students were better able to focus attention on the teacher and on assigned tasks after recess. [12][13][14] In the first study, 23 fourth-graders were observed for 14 weeks, and their attentiveness and fidgetiness before and after recess were documented. Children became more fidgety and less attentive when recess was delayed.…”

Dentro De La Escuela, Con La Escuela Adentro: Indagando en El Proceso De Socialización Personal Sobre El Cuerpo en Los Recreos Y en La Clase De Educación Física a Través De Un Ejercicio De Trio-Etnografía

“…Es curioso que en esa misma línea por optimizar el rendimiento escolar haya gobiernos que se hayan planteado la supresión de este tiempo. Son varios los estudios que justifican su necesidad para el desarrollo social y cognitivo (PELLEGRINI; DAVIS, 1993, PELLEGRINI;SMITH, 1993;BOHN, 2005, BARROS;SILVER;STEIN, 2009). En la actualidad nos encontramos cada vez con más justificaciones desde el mundo de la pediatría y la lucha contra la obesidad infantil.…”