Is Break Time/Playtime Valuable in the Primary School?

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Break times and playtimes are ubiquitous in teaching institutions to include both primary and secondary schools. In other words, this is to say that in this setting of learning there are some set breaks meant for recreational purposes (Blatchford, 1998: 22). According to published studies, in the United Kingdom, breaks are expected to take place during the morning hours, short break, and others will take place after the lunch break and the afternoon break, longer breaks. During the break time, pupils and students have different experiences where they can evaluate their overall feelings about the school life. According to Lee (2014), ‘When kids are free to play on their own, they can use their imaginations. They can interact with each other and develop problem-solving skills, learn how to cooperate and share, develop empathy, and learn self control.’ Sadly, in some schools valuable break time has been reduced in favour of more academic pursuit within the classroom. The school playground becomes one of a few places where children can engage in free outdoor play with their friends.

On brief, during the break time, friends who not necessarily come from a common class can engage in sharing of experiences as well as coming up with new games relatively in a safe environment. It is during this period when crucial and significant networks are created, a period when fall out can occur, this also creates a chance when new conflict resolution strategies can be devised (Blatchford, 1998: 22). This is a time when pupils and students are free and it is also a time when there is creation of social life independence from classroom. It is during this period when the rules of conduct rely at high extent on the students and activities of concern ...

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... I. & Opie, P. (1969) Children's Games in Street and Playground, London: Oxford
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Sharp S, P. K. Smith, & P. Smith, (2002) School bullying: Insights and perspectives, London: Routledge.
Tizard, P. (1988) Young children at school in the inner city, Oxford: Taylor & Francis.

Pelegrini, A. D. (1995) School recess and playground behavior: Educational and developmental roles, New York City: SUNY Press.

Play England, (2009) Playday 2009 opinion poll summary: Play in schools data. London: NCB for Play England. http://www.playday.org.uk/pdf/Playday-2009-opinion-poll-Play-in-schools-data.pdf (date accessed: 27/12/13)

UMCG, (2012) More free playtime benefits young children’s psychosocial development, Available at: http://www.umcg.nl/EN/corporate/News/Pages/More_free_playtime_benefits_young_childrens_psychosocial_development.aspx, (date accessed: 28/12/13)

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