Recess Time How much time do kids need for recess? by Nancy Downing |
| Q: What is the theory behind elementary schools decreasing recess time? A: Many schools are practicing the policy of decreased recess time and some schools are eliminating it altogether. A few new elementary schools being built do not even include playgrounds. The theory behind this is more academic time to improve test scores. With No Child Left Behind in place, the pressure on administrators is intense. Educators favoring the decreased recess time (or elimination of it) state new methods of teaching allow students to move around the classroom throughout the day. They say students interact with peers as they discuss academics. Thus they are getting physical activity and socializing. On the other hand, those educators opposing the theory state children need to take a break from academics. They need to run, jump, and climb to release energy thus retuning to the classroom in a frame of mind to take in new information. These same educators also feel recess is a stress releaser. Many of the students who are not functioning on grade level need recess in order to learn successfully. Finally they see recess as providing skills in self-discipline, cooperation, problem-solving, and resolving conflict in an unstructured environment. Recess, to me, is a time to breathe in some fresh air, use one’s imagination outside the curriculum, to PLAY, and to associate with all students–not the ones assigned in an activity group. It will be interesting to see if decreasing recess time or eliminating it improves test scores. Copyright 2008 Nancy Downing. All rights reserved. |
Nancy has been an educator for 30 years and is currently a special education teacher.
She is the former Center Director of LearningRx in Little Rock, Arkansas. She has
received local, state, and national recognition for her development of Downfeld
Phonics, a multi-sensory reading program. Nancy also wrote curriculum for an
educational technology company.
Nancy is a single mother of three children: one with learning differences, one gifted,
and one who has to work for his grades. Not only does she know what it is like to teach
all these different learning styles at school, but she has the experience of dealing with
all aspects of each twenty-four seven.
She is the former Center Director of LearningRx in Little Rock, Arkansas. She has
received local, state, and national recognition for her development of Downfeld
Phonics, a multi-sensory reading program. Nancy also wrote curriculum for an
educational technology company.
Nancy is a single mother of three children: one with learning differences, one gifted,
and one who has to work for his grades. Not only does she know what it is like to teach
all these different learning styles at school, but she has the experience of dealing with
all aspects of each twenty-four seven.
