A naturalistic study of elementary recess in Canada

Abstract

The purpose of this naturalistic observation study was to observe in a natural setting, the actions of elementary level students during recesses to better understand student behaviour. Three different students were observed each 20-minute recess and the recorded behaviors produced data that revealed activity or lack of each recess. Recess, an informal period where students at the elementary level in grades kindergarten through eight were observed playing, communicating or being inactive, proved surprising. 432 (18 observations per session x 12 sessions x 2 schools) direct observations led to facts and conclusions that recess was a time to communicate with others while moving in various physical ways that exposed distinct patterns of play (games), walking, standing (idleness), individuality and group cohesion. Generally, students were engaged in play that was informal, spontaneous, and active which is a pragmatic outcome that builds upon our knowledge of recess in elementary schools.