The effects of different recess timing regimens on preschoolers' classroom attention

Abstract

This study examined the effects of different recess timing regimens on preschoolers' classroom attention. Using cognitive immaturity theory, we predicted that attention to a classroom task would be greater after a recess break. We also examined the extent to which different recess timing regimens related to post-recess attention. Participants were 27 European American children (18 girls and nine boys; mean = 55.56 months, standard deviation = 4.01) from a northeastern US preschool. Observations were made in the classroom before and after recess and outdoors on the playground during recess. Findings revealed that post-recess attention was greater following sustained outdoor play periods. Gender differences emerged. Girls were more attentive to classroom tasks than boys were. Our findings support and parallel empirical findings with primary school children on the role of recess in children's cognitive performance. It seems reasonable that outdoor recess breaks rejuvenate young children and help them attend to classroom tasks.

The Crucial Role of Recess in School

“…In structured, partly structured, or unstructured environments, activity levels vary widely on the basis of school policy, equipment provided, encouragement, age group, gender, and race. 4,7,30,38,40 Consequently, the potential benefits of mandatory participation of all children in a purely structured recess must be weighed against the potential social and emotional trade-off of limiting acquisition of important developmental skills. Whichever style is chosen, recess should be viewed as a supplement to motor skill acquisition in physical education class.…”

“…24, 30,34 There are ways to encourage a physically active recess without necessarily adding structured, planned, adult-led games, such as offering attractive, safe playground equipment to stimulate free play; establishing games/ boundaries painted on the playground; or instructing children in games, such as four square or hopscotch. 37,38,40 These types of activities can range from fully structured (with the adult directing and requiring participation) to partly unstructured (with adults providing supervision and initial instruction) to fully unstructured (supervision and social guidance). In structured, partly structured, or unstructured environments, activity levels vary widely on the basis of school policy, equipment provided, encouragement, age group, gender, and race.…”

Recess and Reading Achievement of Early Childhood Students in Public Schools

“…Students' attentiveness to the task decreased as a function of a confinement period, in that they were more inattentive to an academic task if they had a long confinement before the recess, compared to a short confinement (Pellegrini & Davis, 1993;Ridgway et al, 2003). Also, the impact of recess deprivation was greater for kindergarten students than for older students (Pellegrini et al, 1995) and for boys than for girls (Holmes et al, 2006;Pellegrini et al, 1995).…”

“…These studies have found that students' attentiveness to task increased when they had recess and decreased when they did not have recess (Holmes, Pellegrini, & Schmidt, 2006;Jarrett et al, 1998;Pellegrini et al, 1995;Ridgway et al, 2003). Inattention before recess was greater than after recess (Pellegrini et al, 1995).…”

“Recess” in the Eyes of Primary School Students: Cyprus Case

“…In addition to this, Holmes et al studied the effects of recess period on students' attention during indoor activities. They emphasized the positive effect of outdoor activities on the attention of students during indoor activities and stated that the attention of students increased after experiencing outdoor activities [64].…”