The School Playground Experience: Opportunities and Challenges for Children and School Staff

Autor/in	Mulryan-Kyne, Catherine
Titel	The School Playground Experience: Opportunities and Challenges for Children and School Staff
Quelle	In: Educational Studies, 40 (2014) 4, S.377-395 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2014.930337
Schlagwörter	Playground Activities; Playgrounds; Educational Opportunities; Barriers; Performance Factors; Elementary School Students; Student Experience; Intervention; Best Practices; Behavior Problems; Positive Reinforcement; Functional Behavioral Assessment; School Policy; Bullying; Supervisory Methods; Change Strategies; Child Safety + Suchen Sie Ihr Suchwort? Playground; Spielplatz; Bildungsangebot; Bildungschance; Leistungsindikator; Studienerfahrung; Schulpolitik; Mobbing; Lösungsstrategie
Abstract	The school playground experience is an inevitable part of school life for primary school children. For most children, the experience is a positive and enjoyable one that contributes to their physical and social well-being and has been associated with enhanced attention and learning in the classroom. For some children, however, the playground can be a frightening and dangerous place in which aggressive behaviour and bullying can be experienced and/or witnessed. The recognition of this fact has, in some cases, led to the reduction or elimination of playground time. Many intervention programmes aimed at promoting positive in-school behaviour and preventing negative behaviours, including bullying, have been developed and used with positive results in schools. This paper provides a research-based commentary on some of the positive and negative features of playground life for children and some of the successful intervention programmes that have been developed and used. It is argued that facing the issues and problems presented by negative playground behaviour and dealing with them in a positive way, rather than avoiding them with policies that restrict the freedom of children to interact and engage with peers in the playground, is essential for the well-being of children and school staff. The paper calls for further research to inform school policy and action in this area. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10