The Role of Recess in Children's Cognitive Performance and School Adjustment

Bibliographic Data

ID9734859
AuthorsAnthony D Pellegrini (University of Minnesota, Twin Cities Campus, 214 Burton Hall, 178 Pillsbury Drive SE, Minneapolis, MN 55455; His research and teaching interests include direct observational methods, children's development, play, and aggression.CATHERINE M. BOHN is a doctoral student in Educational Psychology at the University of Minnesota, 206 Burton Hall, 178 Pillsbury Avenue SE, Minneapolis, MN 55455; Her research interests include cognitive and social development, reading, and literacy, corresponding author), Catherine M Bohn (University of Minnesota, Twin Cities Campus, 214 Burton Hall, 178 Pillsbury Drive SE, Minneapolis, MN 55455; His research and teaching interests include direct observational methods, children's development, play, and aggression.CATHERINE M. BOHN is a doctoral student in Educational Psychology at the University of Minnesota, 206 Burton Hall, 178 Pillsbury Avenue SE, Minneapolis, MN 55455; Her research interests include cognitive and social development, reading, and literacy, corresponding author)
Year2005
Volume34
Issue1
Pages13-19
Publication date2005-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducational Researcher (JOURNAL)
Journal identifiersISSN: 0013-189X • E-ISSN: 1935-102X
PublisherAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x034001013
OpenAlexW2121070668
LanguageEN
Citations received37
References cited36

The authors suggest that the recess period serves a positive purpose in the primary school curriculum, counter to the current practice of minimizing recess in many schools across North America and the United Kingdom. The authors' position is embedded in the larger debate about school accountability; they argue that school policy should be based on the best theory and empirical evidence available. They support their argument for the importance of recess with theory and with experimental and longitudinal data showing how recess breaks maximize children's cognitive performance and adjustment to school

Academic achievement · Accountability · Argument (complex analysis · Cognition · Curriculum · Mathematics education · No child left behind · Pedagogy · Political science · Early Childhood Education and Development · Law · Medicine · Parental Involvement in Education · Psychology · School Choice and Performance

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