More recess time is proving its worth in several Texas schools. While it’s widely accepted that children need ample playtime, many states limit it to just 20 minutes a day, with some not offering any at all. Parents are advocating for even that small amount of outdoor activity for their kids.
We all recognize the importance of play for children, yet the current educational system remains fixated on the idea that students must constantly perform to meet academic goals. The Common Core standards often lead schools to prioritize classroom instruction at the expense of playtime, but is that really the best approach?
Last year, Sunnyvale Elementary in Fort Worth, Texas, implemented a new schedule for their kindergarten and first-grade students, giving them two 15-minute breaks in the morning and two in the afternoon. They also added an additional 15-minute break in the afternoon for all other grades, effectively doubling recess time. Initially, educators were concerned about the loss of instructional time, but within five months, they observed that the extra outdoor time actually enhanced the students’ focus and learning abilities in class.
Surprisingly, after hearing about the success of this increased recess program, three other schools in the district decided to adopt a similar schedule. Interestingly, this approach is based on a curriculum that originated in the 1960s and 1970s called Positive Action, which integrates recess and character development to help students thrive academically. The new initiative, known as LiiNK (Let’s inspire innovation ’n kids), was created by Dr. Emma Richards, an educator and researcher in child development.
“I initiated the program because I was frustrated with the burnout rates of both students and teachers, especially by the time students reached third grade,” Dr. Richards stated in a recent interview. “I realized in 2011 that Finland had a different approach to education, and I spent six weeks studying their methods to see what we could apply here.”
The combination of recess and character development—two elements that were once a staple of American education—has now been revitalized in 14 public schools. The irony is that while Finland has embraced these practices, we’ve drifted away from them.
One example of how this change has been implemented can be seen at Maplewood Elementary School. “I was anxious about how to fit four outdoor breaks into our teaching schedule,” remarked second-grade teacher Lisa Turner. “But I soon found that my students were more engaged, better at following directions, and even more independent in their learning. Plus, there were far fewer behavioral issues.”
A study revealed that students in major urban school districts in the U.S. face an alarming average of 112 standardized tests throughout their education, equating to about 20 to 25 hours per year dedicated solely to testing.
Principal Adam Wells of Sunnyvale Elementary is enthusiastic about the positive impact this change has had on the children. “Essentially, we are restoring a sense of childhood to our students.”
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In essence, the shift towards increased recess time in these Texas schools has not only benefited students’ academic focus but has also highlighted the need for a balanced approach to education that includes play and character development.