School Recess and Group Classroom Behavior

Abstract

Three small studies have suggested that students without recess may have difficulty concentrating on specific tasks in the classroom, are restless, and may be easily distracted. What This Study AddsOur study examined the relationship between school recess and group classroom behavior in a nationally representative sample. This study showed that a break during the school day was associated with better TRCB scores. ABSTRACTOBJECTIVES. This study examines the amount of recess that children 8 to 9 years of age receive in the United States and compares the group classroom behavior of children receiving daily recess with that of children not receiving daily recess.METHODS. This is a secondary analysis of a public-use data set, the Early Childhood Longitudinal Study, Kindergarten Class of 1998 -1999, third-grade data set. Children were categorized into 2 levels of recess exposure, that is, none/minimal break (Ͻ1 break of 15 minutes/day) or some recess. Some recess was further categorized into 5 levels on the basis of frequency and duration of recess. Child, parent, school, and classroom characteristics of those with and without recess were compared. The group classroom behavior was assessed by using the teacher's rating of class behavior.RESULTS. Complete data were available for 10 301 to 11 624 children 8 to 9 years of age. There were equal numbers of boys and girls (boys: 50.3%). Children exposed to none/minimal break (30%) were much more likely to be black, to be from families with lower incomes and lower levels of education, to live in large cities, to be from the Northeast or South, and to attend public school, compared with those with recess. Teacher's rating of classroom behavior scores were better for children with some recess than for those with none/minimal break. This finding was maintained in multivariate regression analysis. However, among children receiving daily recess, the teacher's rating of class behavior scores did not differ significantly according to the level of exposure.CONCLUSIONS. These results indicated that, among 8-to 9-year-old children, having Ն1 daily recess period of Ͼ15 minutes in length was associated with better teacher's rating of class behavior scores. This study suggests that schoolchildren in this age group should be provided with daily recess. Pediatrics 2009;123:431-436 P LAY IS WIDELY recognized as an important aspect of child development. 1-3 During free play, children increase their imagination and creativity, organize their own games, develop their own rules, learn problem-solving skills, and practice leadership. 2,3 A report from the American Academy of Pediatrics states that free unstructured play is healthy and is essential for helping children reach important social, emotional, and cognitive developmental milestones, as well as helping them manage stress and become resilient. 1 Children need free play at home and at school. 1 The time assigned for free play at school is known as recess. Recess is defined as a break during the school day that allows children the time for ...

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