The State of Elementary School Recess in Georgia: Policy, the Pandemic, and Patterns of Play

IF 1.6 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Educational Policy Pub Date : 2024-08-24 DOI:10.1177/08959048241271367
Karyn A Allee, Erica DeCuir, Dawn M Robinson
{"title":"The State of Elementary School Recess in Georgia: Policy, the Pandemic, and Patterns of Play","authors":"Karyn A Allee, Erica DeCuir, Dawn M Robinson","doi":"10.1177/08959048241271367","DOIUrl":null,"url":null,"abstract":"While we continue to see a growing push for the restoration and codification of recess in elementary schools, policy does not necessarily equal practice. Georgia recently passed legislation requiring at least 20 minutes of recess per day for students in PK-5. The purpose of this research study was to survey elementary school educators to reveal the temporal (i.e., duration, frequency, and cancellation practices) and descriptive (i.e., type, equipment, place) characteristics of recess in Georgia’s public elementary schools. The results of this study, which can be summed up statistically and descriptively as less recess overall, and less free play specifically, as well as reduced access to safe play spaces since the onset of the pandemic, yield important policy implications for Georgia’s school children. These implications relate to persistent disparities in immediate and long-term positive outcomes for children across multiple domains including academic, social-emotional, and behavioral.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.6000,"publicationDate":"2024-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Policy","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/08959048241271367","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

While we continue to see a growing push for the restoration and codification of recess in elementary schools, policy does not necessarily equal practice. Georgia recently passed legislation requiring at least 20 minutes of recess per day for students in PK-5. The purpose of this research study was to survey elementary school educators to reveal the temporal (i.e., duration, frequency, and cancellation practices) and descriptive (i.e., type, equipment, place) characteristics of recess in Georgia’s public elementary schools. The results of this study, which can be summed up statistically and descriptively as less recess overall, and less free play specifically, as well as reduced access to safe play spaces since the onset of the pandemic, yield important policy implications for Georgia’s school children. These implications relate to persistent disparities in immediate and long-term positive outcomes for children across multiple domains including academic, social-emotional, and behavioral.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
佐治亚州小学课间休息状况:政策、流行病和游戏模式
尽管我们继续看到越来越多的人在推动恢复和编纂小学课间休息制度,但政策并不一定等同于实践。佐治亚州最近通过立法,要求小学五年级学生每天至少有 20 分钟的课间休息时间。本研究旨在对小学教育工作者进行调查,以揭示佐治亚州公立小学课间休息的时间性(即持续时间、频率和取消做法)和描述性(即类型、设备和地点)特征。这项研究的结果可以用统计和描述来概括,即自大流行病爆发以来,课间休息总体上减少了,自由游戏减少了,获得安全游戏空间的机会也减少了,这对佐治亚州的学童产生了重要的政策影响。这些影响涉及儿童在学业、社会情感和行为等多个领域的近期和长期积极成果的持续差异。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
Educational Policy
Educational Policy EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.50
自引率
11.10%
发文量
42
期刊介绍: Educational Policy provides an interdisciplinary forum for improving education in primary and secondary schools, as well as in high education and non school settings. Educational Policy blends the best of educational research with the world of practice, making it valuable resource for educators, policy makers, administrators, researchers, teachers, and graduate students. Educational Policy is concerned with the practical consequences of policy decisions and alternatives. It examines the relationship between educational policy and educational practice, and sheds new light on important debates and controversies within the field. You"ll find that Educational Policy is an insightful compilation of ideas, strategies, and analyses for improving our educational systems.
期刊最新文献
Principal Leadership of Pre-K Programs in Elementary Schools: Evidence from North Carolina Educational Policy: Analysis, Action, and Advocacy Across Contexts The Relationship Between Teacher Collaboration and Instructional Practices, Instructional Climate, and Social Relations Associations Between Administrative Burden and Children’s ECE Stability During the Covid-19 Pandemic Educational Philanthropy’s “Racial Reckoning” in the Wake of 2020: Understanding Grantmakers’ Responses to Racialized Crises
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1