“The Recess Debate”
The article “The Recess Debate: The Tension That Exists between Educational Policies and Scientific Evidence: Viewpoint by the Author Anthony D. Pellegrini” investigates how education policies and scientific research on recess in schools can sometimes be disconnected. This article claims that although the research conducted by science confirms the number of advantages recess offers for children’s physical health, mental function, and emotional development, educational systems do not consistently implement these findings (Pellegrini, 2008). As a result, many schools have taken away, reduced, or eliminated recess time to replace it with more academic exposure that has been believed to result in academic excellence.
Pellegrini emphasizes that spending time outside during recess is for physical development and mental health. The article’s clear evidence claimed highly that recess breaks are scheduled daily to support improving learners` attention, behavior, and academic achievement (Bohn-Gettler & Pellegrini, 2014). Such school administration is in contradiction of the above scientific results with its opinion, which is against recess to focus more on academic instruction, leading to questions about the long-term impact on student’s health and academic performance.
In response to the article, I agree with the author’s argument that there is a significant disjuncture between educational policy and scientific research regarding recess (Pellegrini, 2008). The impact of recess on children’s health is indeed reflected in the evidence presented in the article, whether it is their physical or cognitive abilities (Servidio, 2020). There is an underlying cause of grave concern for school policymakers who would instead focus on a more academic-oriented approach than the science behind the learning process.
One specific example from the article that resonated with me is the discussion of how recess can help improve students’ behavior in the classroom (Bohn-Gettler & Pellegrini, 2014). Recess denoted that there is a waste of time, and kids did not learn by “hanging on monkey bars (Pellegrini p. 182).” The article goes on to emphasize data from studies that show children who are allowed to go for outside breaks back to class regularly also tend to be exceptional learners who often behave better and pay total concentration to classroom instructions. It connects with what I care about as a student by pointing out the significance of kids’ being able to engage in physical activities and recreational time.
Another area that genuinely highlighted the role of recess for students was when they talked about the importance of play in developing social skills (Pellegrini, 2008). Pellegrini’s article outlines the research revealing recess’s positive contribution to children’s social competence development, including mastering skills related to cooperation and conflict resolution. Pellegrini argues, “So I wondered if … as measured by a standardized test”. Such skills are necessary for achievement in life, which is why schools, on many occasions, hinder children from being in the best position to promote their talent or skills.
In conclusion, “The Recess Debate” provides a compelling argument for the importance of recess in schools based on scientific research. Here, the current policy-oriented education and policy gap are proudly outlined. This contributes to severe health and academic challenges among children. As a society, we need to place children’s well-being as a top priority and make sure that educational policies emphasize what science has clearly stated.
Answers to y Reflective Questions
- When I first read the article, I realized that the difference between scientific data supporting the recess advantages and the policy without considering such facts is stark. Over time, this triggered some changes in my thinking. I seemed even more convinced that no school curriculum is complete without recess for children’s well-being and academic achievement.
- Having a critically evaluative approach to my reaction to a source and the evidence presented in it allows me to formulate my idea on a topic. Through meditation on the parallels between the lessons I have learned and the ideas of the corresponding readings, I can successfully build a grounded viewpoint and formulate it with supporting narratives resonating with the author’s arguments.
References
Bohn-Gettler, C. M., & Pellegrini, A. D. (2014). Recess in primary school: The disjuncture between educational policy and scientific research. Justice, conflict, and wellbeing: Multidisciplinary perspectives, 313-336.
Pellegrini, A. (2008). The Recess Debate: A Disjuncture between Educational Policy and Scientific Research. https://files.eric.ed.gov/fulltext/EJ1069008.pdf
Servidio, S. L. (2020). Teachers’ Perspectives, Practices, and Knowledge of Recess at the Middle School Level: A Mixed Method, Case Study. St. John’s University (New York).
write