Tales from the playground: transforming the context of recess through collaborative action research

The Influence of a Recess Intervention on Children’s Sense of Belonging and Enjoyment

“…Further, our findings are consistent with previous research that suggests students benefit in many ways from having a well-organized playground that offers a range of equipment, activity options, adult support, peer role models, and a variety of creative play opportunities during recess (Hyndman, Benson, Ullah, & Telford, 2014;McNamara et al (2014); McNamara (2013); Kuh, Ponte, & Chau, 2013;Lester, Jones, & Russell, 2010;Verstraete, Cardon, De Clercq, & De Bourdeaudhuij, 2006). McNamara et al (2014) found that when playful, prosocial relationships were encouraged and supported, the students felt more connected to their peers during recessameliorating many of their social challenges. Also, London, Westrich, Stokes-Guinan and McLaughlin, (2015) found that 'high functioning' recess contributed to a better social climate.…”

“…The Recess Project was designed with a simple underpinning philosophy: that with more options for equipment and play materials and more scaffolded opportunities for socialization, children are more likely to enjoy recess and experience associated benefits (Hyndman, Benson, Ullah, & Telford, 2014;McNamara et al, 2014;London et al, 2015). However, only a small number of studies (Baines & Blatchford, 2010;Gibson et al, 2017;Heravi, Gibson, Hailes, & Skuse, 2018;McNamara et al, 2014;McNamara, 2013) have examined what children needed during recess and assessed the ways in which this setting can be modified to make it more beneficial for them. Moreover, there is currently a lack of research that examines the predictors for recess enjoyment, which, we hypothesize, is a prerequisite for enabling children to make the most of the informal learning opportunities and play.…”

“…It is well documented, for instance, that supportive friendships, collaborative play, and feelings of social connectedness positively affect mental health, health behaviour and physical health outcomes throughout the lifespan (Berkman & Glass, 2000). Despite the potential benefits of recess as an opportunity for stress relief and social play, some research indicates that it can sometimes be a time of the school day that is overlooked, unsupported, and challenged by troublesome social patterns such as conflict, exclusion, rejection, bullying and victimization (Doll, Murphy, & Song, 2003;Craig, Pepler, & Atlas, 2000;London, Westrich, Stokes-Guinan, & McLaughlin, 2015;McNamara, Lodewyk, & Franklin, 2018;McNamara, Lakman, Spadafora, Lodewyk, & Walker, 2018;McNamara et al, 2015;McNamara et al, 2014;McNamara, 2013;Vallaincourt, et al, 2010;Craig & Pepler, 1997).…”

“It Is Just Too Fun to Explain”: A Qualitative Analysis of the Recess Project in Seven Lower-Socioeconomic Elementary Schools

“…And it includes a social climate that is thoughtfully shaped to encourage inclusive behaviors. The specific design and rationale behind the Recess Project program is listed below (see McNamara, 2013 andMcNamara et al, 2014 for further descriptive details of the design).…”

“…Moreover, experiences such as bullying, victimization, and, exclusion not only go unnoticed but are seemingly routine and normalized patterns of behavior on the playground. Current research documents unacceptably high levels of social conflict, victimization, negative affect, and fear (Craig & Peplar, 1997;McNamara et al, 2018a;McNamara et al, 2015, McNamara et al, 2014McNamara, 2013;Robert Wood Johnson Foundation, 2010;Vallaincourt et al, 2010;Zumbrunn, Doll, Dooley, LeClair, & Wimmer, 2013).…”