Introduction
Anthony D. Pellegrini’s 2008 article “The Recess Debate: A Disjuncture between Educational Policy and Scientific Research” delves into the many arguments about the purpose of recess in schools. Pellegrini, an academic psychologist, has spent years investigating the impact of play on children’s emotional, linguistic, and cognitive development. Several scientific studies have supported the benefits of recess for children, including their health and learning ability.
However, many individuals, such as parents and school administrators, argue that recess has no meaning. Pellegrini contends that there is no hypothesis or empirical data capable of backing such claims. The author then argues that many theories and facts reinforce the benefits of recess.
Arguments Against Recess
One of the main criticisms of recess presented in this article is that it takes valuable classroom time away from students. The argument over break has been ongoing in America and the United Kingdom since the 1980s (Pellegrini, 2008, p. 1). Recess has been banned in several schools by politicians and administrators who argue it does not help students learn. Breaks have been replaced with physical education classes in several schools, including those in Atlanta. Benjamin Canada, superintendent of the Atlanta Public Schools, said that recess was pointless since kids don’t learn anything by “hanging on monkey bars” (Pellegrini, 2008, p. 2).
Nonetheless, the author claims no hypothesis or evidence exists to support this stance. An essential element of a child’s growth, recess allows for free, unsupervised play outside that benefits the child’s physical, mental, and emotional well-being (Rhea & Rivchun, 2018, p. 2). Therefore, I concur with Pellegrini that taking a break throughout the school day is similar to taking a break from work in that it might be necessary after a certain level of exertion.
Some educators and parents believe recess promotes negative behaviors like bullying and student aggression. However, aggressiveness is seldom seen on playing fields, and recess is not the only time bullying occurs. Eliminating breaks would also deprive children of the opportunity to practice their social skills, as reported in several studies (Hodges et al., 2022, p. 2). These findings show that students may be more productive and happier if given and encouraged to take frequent breaks during the learning process. Therefore, in my opinion, if recess is banned or reduced, these learning opportunities will decline.
Arguments in Favor of Recess
The author argued against eliminating recess in elementary schools for two key reasons in the article. His first piece of information showed that children learn more effectively and rapidly when working on a problem in a group rather than alone. Pellegrini (2008, p. 8) used psychologist Frank Dempster to reinforce his claim that children’s success in school-related activities is a prime example of the benefits of distributed effort. These activities include mastery of mathematical facts, textual resources, and foreign language vocabulary. The notion has been validated by studies spanning the lifespan of both humans and other animals.
The second argument posits that the beneficial consequences of recess between intense work are expected to be more pronounced in younger and older children. According to him, much information is not understood by young children in the same way it is by adults. Therefore, young children are easily distracted and may benefit from the mental rest that recess offers.
To substantiate this notion, the author cites a study conducted by Bjorklund and Harnishfeger in 1990 (Pellegrini, 2008, p. 9). Pellegrini provides a concise overview of the study’s outcomes, stating that “young children encounter challenges in effectively filtering out irrelevant information from getting into their short-term memory” (Pellegrini, 2008, p. 9). According to Pellegrini, sufficient recess periods can potentially mitigate disruptions in the learning process, particularly among younger children.
Conclusion
To conclude, some individuals will disregard recess, but there is little justification. Substantial evidence supports the contention that recess provides numerous benefits. Recess is a fundamental component of the school day, offering a multitude of advantages for children’s social abilities and scholastic achievement. The article highlights the importance of recognizing recess as a valuable utilization of instructional time rather than dismissing it as unproductive. It emphasizes that recess offers children a significant chance to participate in physical activities, foster social skills, and enhance their focus and conduct in the classroom. Pellegrini’s article provides empirical research that substantiates the significance of recess and counters the prevailing inclination to question its necessity in numerous educational jurisdictions.
References
Hodges, V. C., Centeio, E. E., & Morgan, C. F. (2022). The benefits of school recess: A systematic review. Journal of School Health, 92(10), 1-9. Web.
Pellegrini, A. D. (2008). The recess debate: A disjuncture between educational policy and scientific research. American Journal of Play, 1(2), 181-191. Web.
Rhea, D. J., & Rivchun, A. P. (2018). The LIINK PROJECT®: Effects of multiple recesses and character curriculum on classroom behaviors and listening skills in grades K–2 children. Frontiers, 3(9), 1-10. Web.