A naturalistic study of Ontario elementary recess in Ontario schools
Abstract
The commitment of this Ontario (Canada) naturalistic observation study, to observe in a natural setting, the actions of elementary level students during recesses was both important and revealing. Three different students were observed each recess and the recorded behaviors appeared within 20-minute recess breaks. Recess, an informal period where students at the elementary level in grades kindergarten through eight could be observed playing, communicating or being inactive, proved surprising. 432 (18 observations per session x 12 sessions x 2 schools) direct observations led to conclusions that recess was a time to communicate with others while moving in various physical ways that revealed distinct patterns of play (games), walking, standing (idleness), individuality and group cohesion. Generally, students were engaged in play that was informal, spontaneous, and active.
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