School recess in early childhood education: challenges and opportunities of multiple learning
Article Sidebar
Main Article Content
Abstract
School recess is an educational space that should be considered by teachers of early childhood education with special attention. Based on this premise, this study intends to present a educational intervention carried out in a preschool recess of Viana do Castelo, Portugal, and to analyze the impact of changes made in the recess on playful, motor and social behavior of 18 children aged 3 to 6 years (Mage = 4.2 ± 0.6). To assess impact, a focal observation was conducted to compare the children's behaviour before and after the intervention. Data collection was complemented by an analysis of the children's drawings before and after the intervention, and a brief interview on satisfaction with the games introduced in the playground. Based on our analysis and the interpretation of results, we can conclude that the educational intervention carried out in a preschool recess promoted the children’s active and social behaviour. The tricycles circuit was the most exploited playful activity by most boys, while girls have preferred pretend games and fixed equipment. This difference between genders was evident in the playful preferences pointed out by children, and in their graphic records. The children’s drawings revealed that their spatial, functional and aesthetic perception of the recess space changed after the intervention. In summary, the intervention promoted the pretend play, social play, and physical activity play of the children.
Keywords:
Downloads
Article Details
References
Arias, T. G., & Martínez, C. N. (2018). El juego dirigido en los recreos como método de inclusión del alumnado con necesidades especiales. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity, 4(2), 388-408. https://doi.org/10.17979/sportis.2018.4.2.3413
Arufe-Giráldez, V. (2019). ¿Cómo debe ser el trabajo de Educación Física en Educación Infantil? (¿How should Physical Education work in Early Childhood Education be?). Retos, 37(37), 588-596. https://doi.org/10.47197/retos.v37i37.74177
Blaes, A., Ridgers, N. D., Aucouturier, J., Van Praagh, E., Berthoin, S., & Baquet, G. (2013). Effects of a playground marking intervention on school recess physical activity in French children. Preventive Medicine, 57(5), 580-584. DOI: https://doi.org/10.1016/j.ypmed.2013.07.019
Broekhuizen, K., Scholten, A. M., & de Vries, S. I. (2014). The value of (pre)school playgrounds for children's physical activity level: a systematic review. The international journal of behavioral nutrition and physical activity, 11, 59. DOI: https://doi.org/10.1186/1479-5868-11-59
Calahorro-Cañada, F., Torres-Luque, G., López-Fernández, I., & Carnero, E. A. (2020). Sedentariness and physical activity during school recess are associated with VO2peak. International Journal of Environmental Research and Public Health, 17(13), 1-12. DOI: https://doi.org/10.3390/ijerph17134733
Centers for Disease Control and Prevention & SHAPE America-Society of Health and Physical Educators (2017). Strategies for Recess in Schools. Atlanta, GA: Centers for Disease Control and Prevention, US Dept of Health and Human Services.
Coe, P. (2018). Means of Optimizing Physical Activity in the Preschool Environment. American journal of lifestyle medicine, 14(1), 16-23. DOI: https://doi.org/10.1177/1559827618818419
Delidou, E., Matsouka, O., & Nikolaidis, C. (2016). Influence of school playground size and equipment on the physical activity of students during recess. European Physical Education Review, 22(2), 215-224. DOI: https://doi.org/10.1177/1356336X15598790
Dowda, M., Brown, W., McIver, L., Pfeiffer, A., O'Neill, R., Addy, L., Pate, R. (2009). Policies and characteristics of the preschool environment and physical activity of young children. Pediatrics, 123 (2), 261-6. DOI: https://doi.org/10.1542/peds.2008-2498
Erwin, H. E., Ickes, M., Ahn, S., & Fedewa, A. (2014). Impact of recess interventions on children's physical activity: A meta-analysis. American Journal of Health Promotion, 28(3), 159-167. DOI: https://doi.org/10.4278/ajhp.120926-LIT-470
Escalante, Y., García-Hermoso, A., Backx, K., & Saavedra, J. M. (2014). Playground Designs to Increase Physical Activity Levels During School Recess: A Systematic Review. Health Education & Behavior, 41(2), 138-144. DOI: https://doi.org/10.1177/1090198113490725
Fairclough, S., Stratton, G., & Butcher, H. (2008). Promoting health-enhancing physical in the primary school: a pilot evaluation of the Bash health-related exercise initiative. Health Education Research, 23 (3), 576-581. DOI: https://doi.org/10.1093/her/cym093
Hinkley, T., Salmon, J., Crawford, D., Okely, A. D., & Hesketh, K. D. (2016). Preschool and childcare center characteristics associated with children’s physical activity during care hours: an observational study. International Journal of Behavioral Nutrition and Physical Activity, 13(1), 117. doi: 10.1186/s12966-016-0444-0
London, R. A. (2019). The right to play: Eliminating the opportunity gap in elementary school recess. Phi Delta Kappan, 101(3), 48-52. DOI: https://doi.org/10.1177/0031721719885921
Lopez, J., Ochoa-Martínez, P., Macías Castro, R., Zúñiga Burruel, R., & Sáenz-López Buñuel, P. (2018). Actividad física moderada a vigorosa en educación física y recreo en estudiantes de primaria y secundaria de la frontera México-USA. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity, 4(3), 426-442. DOI: https://doi.org/10.17979/sportis.2018.4.3.3175
Méndez-Giménez, A. (2020). Beneficios físicos, intrapersonales e interpersonales de las intervenciones en el patio de recreo en educación primaria. Revista Euroamericana de Ciencias del Deporte, 9(2), 47-58. DOI: https://doi.org/10.6018/sportk.431111
Neto, C. (1985). A influência do contexto na actividade de jogo livre em criança de idade pré-escolar - perspectivas de estudo. Ludens, 9 (2), 5-9.
Pereira, V., Rodríguez Fernández, J., Pereira, B., & Condessa, I. (2018). Os jogos das crianças nos recreios das escolas do 1º ciclo do ensino básico do norte de portugal. Movimento (ESEFID/UFRGS), 24(3), 859-874. DOI: https://doi.org/10.22456/1982-8918.76335
Ramstetter, C., Murray, R., & Garner, A. (2010). The Crucial Role of Recess in School. Journal of School Health, American School Health Association, 80 (11), 517-519. DOI: https://doi.org/10.1111/j.1746-1561.2010.00537.x
Riggers, N., Stratton, G., Fairclough, S. & Twisk, J. (2007). Long-term effects of a playground marking and physical structures on children's recess physical activity levels. Preventive Medicine, 44, 393-397. DOI: https://doi.org/10.1016/j.ypmed.2007.01.009
Rodríguez-Fernández, J., Rico-Díaz, J., Neira-Martín, P., & Navarro-Patón, R. (2020). Actividad física realizada por escolares españoles según edad y género (Physical activity carried out by Spanish schoolchildren according to age and gender). Retos, (39), 238-245. DOI: https://doi.org/10.47197/retos.v0i39.77252
Salas-Sánchez, M. I., & Vidal-Conti, J. (2020). Orientaciones para crear patios activos en los centros escolares (Orientations to create active playgrounds in schools). Retos, 38(38), 745-753. https://doi.org/10.47197/retos.v38i38.73038
Salas-Sánchez, M.I; Muntaner-Mas, A; Vidal-Conti, J (2020). Intervención educativa en el tiempo de patio en un centro escolar para mejorar aspectos relacionados con la salud y el bienestar de los alumnos. Journal of Sport and Health Research, 12(Supl 2), 127-136.
Stratton, G., & Mullan, E. (2005). The effect of multicolor playground markings on children's physical activity level during recess. Preventive Medicine, 41(5-6), 823-33. DOI: https://doi.org/10.1016/j.ypmed.2005.07.009
Tonge, K. L., Jones, R. A., & Okely, A. D. (2016). Correlates of children's objectively measured physical activity and sedentary behavior in early childhood education and care services: A systematic review. Preventive medicine, 89, 129-139. https://doi.org/10.1016/j.ypmed.2016.05.019
Toussaint, N., Streppel, M. T., Mul, S., Fukkink, R. G., Weijs, P. J. M., & Janssen, M. (2020). The Effects of the PLAYTOD Program on Children’s Physical Activity at Preschool Playgrounds in a Deprived Urban Area: A Randomized Controlled Trial. International Journal of Environmental Research and Public Health, 17(1), 329. MDPI AG. DOI: https://doi.org/10.3390/ijerph17010329
Van Kann, D. H. H., De Vries, S. I., Schipperijn, J., De Vries, N. K., Jansen, M. W. J., & Kremers, S. P. J. (2017). A multicomponent schoolyard intervention targeting children's recess physical activity and sedentary behavior: Effects after 1 year. Journal of Physical Activity and Health, 14(11), 866-875. DOI: https://doi.org/10.1123/jpah.2016-0656
Vanderloo, L. M., Tucker, P., Johnson, A. M., Burke, S. M., & Irwin, J. D. (2015). Environmental Influences on Preschoolers' Physical Activity Levels in Various Early-Learning Facilities. Research quarterly for exercise and sport, 86(4), 360-370. DOI: https://doi.org/10.1080/02701367.2015.1053105
Veiga, G., Leng, W. D., Cachucho, R., Ketelaar, L., Kok, J. N., Knobbe, A., Neto, C., and Rieffe, C. (2017). Social Competence at the Playground: Preschoolers during Recess, Infant Child Development, 26: e1957. DOI: https://doi.org/10.1002/icd.1957
Verstraete, S., Cardon, G., Clercq, D. & Bourdeaudhui, I. (2006). Increasing children's physical activity levels during recess periods in elementary schools: the effects of providing game equipment. European Journal Public Health, 16, 415-419. DOI: https://doi.org/10.1093/eurpub/ckl008