Unstructured Free Time for School Age Children

 

How Important is Unstructured Free Time for School Age Children?

It has been said that children do their best learning when they do not believe they are doing so. We most often see this trend with kindergarteners, of whom find themselves playing games to learn to count, and singing songs to learn their ABC’s. While the classroom has been an efficient location for the learning of academics, the playgrounds have been spheres of critical social skill development. These periods of unstructured free time, also known as recess, are essential for the child’s development. The skills they learn during these periods of constant personalized play and imagination provide benefits that extend far beyond ‘sharing’ and ‘friendship making.’

There isn’t one single reason as to why recess has been eliminated from many schools by their local school boards; there are a combination of factors of which have catalysed this motion. The most influential being a concern for safety and adequate supervision during the children’s recess periods. Some parents and administrators have felt that letting kids roam free for even 20 minutes during the school day is a safety hazard for the child. They fear that the child could get lost, or injure themselves from the unstructured and guiding free environment. This is the reason why many schools have banned ‘dangerous’ games and activities, which further constricts what the child can and cannot do. Additionally parents also express concerns for the number of staff, meaning teachers or aids, available to supervise their children. Every parent wants their child to be the center of attention, and many carry with them the fear of their child being forgotten or ignored if something were to happen. More often than not the issue rises to a greater level in the schools which lack an excess of funding to be able to hire extra aids in order to fill the teacher to student ratio requirement; most frequently the urban schools which lack much of the property taxes that fund rural schools. Additionally the past few decades have seen a larger push for academic success within our schools. States have pushed for schools to educate children where it ‘matters,’ forcing the children to “sit still and be quiet” (Adams, Caralee). We can link this trend to the No Child Left Behind Act of 2001. It was created with the aims to even the playing field for disadvantaged students, but it instead lead to many controversial reactions and effects. Schools were required to test the students annually, and were required to show progress and success both as a whole district and on the individual student level. Those who failed to meet the act’s requirements were penalized; meaning the school could be shut down or the leadership team within the school could be changed entirely. (Lee, Andrew) The constant pressure to succeed in the classroom lead many schools to restrict recess for the children, and increase the amount of classroom focused time. It is unfortunate to see that when recess is concerned, the hazards outweigh the countless advantages which can be brought unto the child’s mind and body.

On the forefront of a child’s development we most often find their social and emotional skills at an immediate influence. School is a large jump for many students, and their periods of recess activity have been found to be even more influential than their time in their classrooms. Socially, the free time provided during recess can facilitate the cultivation of new relationships by the children with their classmates. These relationships lead to the development of valuable communication skills and coping mechanisms. Take for example a group of children trying to organize a kickball game. First they must decide between themselves which people will be the captains, hence the development of their negotiation skills. Then they must choose which children will be on each team; creating the foundation of their cooperation skills, and problem solving abilities. Taking turns between kickers and outfielders is a prime example of sharing, as well as perseverance when someone gets tagged out and self control when someone gets upset about a decision. It has been seen that these skills, which can be perfected over the duration of the child’s schooling, last for years past their graduation into higher education levels as well as the outside world. Learning to cope with problems and communicate when an issue arises are two social skills which can be continuously put into action throughout one’s lifetime. Recess is a period of time wherein a child is given the freedom to choose; and even when the child doesn’t participate in large group games they are still able to develop emotionally and socially. They can hopscotch and hula hoop; forming smaller and closer friendships with their counterparts. They have the ability to watch the kickball game; all due to the fact that recess gives the child the ability to chose to be themselves freely unlike in a classroom where the teacher makes most of the decisions. (Murray, Robert et.al) It is not to say that social and emotional skill aren’t developed in the classroom; we see children learn to understand authority through the teacher as well as when and where play is appropriate. Instead it can be said that the skills learned through free play create the foundation upon all other skills can be based.

Where some have argued that recess is a waste of crucial school time, others have been able to recognize the cognitive and academic benefits unstructured free time provides for children. Through their own imaginative actions and experiences, children construct their own individual understanding mechanisms. The periods of recess create what is referred to as optimal processing; meaning a period of unstructured interruption after structured cognitive work. In order to effectively learn, the children need recess to subconsciously process all that has gone into their brains during the preceding classroom time. While they freely play, the child’s brain files all of their newly acquired knowledge into new files and sections of their brain for future use. It has also been observed that recess serves as a means for children to become more attentive. When they burn off excess energy and are able to let their imaginations run free, returning into their classroom settings allows them to produce more attentive and productive work (Murray, Robert et.al). Not only is their work more productive, but their brains are then rewired to be ‘better.’ The complex environment on the playground leads to the complex rewiring of the child’s prefrontal cortex. This is alternately known as the executive control center; where emotional, planning, and problem solving skills develop. Complex situations become easier to navigate for the child, as circuits construct themselves through the free play recess allows them to have. If recess is used in the manner by which it was designated, then we could see new generations better prepared for life, love, and higher education (Hamilton, Jon).

Children must learn to be children, and all else can fall behind this simple fact. Just as it is essential for a child to go to school, it is also vital for them to learn how to use their imaginations. We can not as a society force children into all work and no play environments; it would be hypocritical seeing as our previous generations have always had recess and some had even had it twice a school day (Adams, Caralee). As it has been said, all work and no play makes Jack a dull boy. Recess provides the essential periods of play for the child’s development into a creative and productive adult. We must remember as a society that we are raising our future generations, not crafting mindless robots always focused on work. Our ancestors didn’t create new inventions with rigid minds. They were innovative and creative to forge a new path forward for their futures, and our today. Thus, it is imperative that instead of following society’s trend of fear and worry, we weight recess’s benefits more heavily. It isn’t about play; but about childhood and the betterment of our futures.

Works Cited

Adams, Caralee. “Recess Makes Kids Smarter.” Instructor 120.5 (2011): 55-59. ERIC. Web. 23

Dec. 2016.

Hamilton, Jon. “Scientists Say Child’s Play Helps Build A Better Brain.” NPR. NPR, 6 Aug.

2014. Web. 22 Dec. 2016. <http://www.npr.org/sections/ed/2014/08/06/336361277/scientists-say-childs-play-helps-build-a-better-brain>.

Lee, Andrew M.I. “No Child Left Behind (NCLB): What You Need to Know.” Understood.org.

Understood, n.d. Web. 02 Jan. 2017.

Murray, Robert, MD, and Catherine Ramstetter Catherine Ramstetter, PhD, et al. “The Crucial

Role of Recess in School.” The Crucial Role of Recess in School | From the American Academy of Pediatrics | Pediatrics. American Academy of Pediatrics, Jan. 2013. Web. 22 Dec. 2016.