How Elementary In-School Play Opportunities Relate to Academic Achievement and Social-Emotional Well-Being: Systematic Review
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| Title: | How Elementary In-School Play Opportunities Relate to Academic Achievement and Social-Emotional Well-Being: Systematic Review |
|---|---|
| Language: | English |
| Authors: | Burson, Sheri L. (ORCID |
| Source: | Journal of School Health. Oct 2022 92(10):945-958. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Students, Play, Academic Achievement, Social Emotional Learning, Well Being, Literature Reviews, Recess Breaks |
| DOI: | 10.1111/josh.13217 |
| ISSN: | 0022-4391 1746-1561 |
| Abstract: | Background: Play is essential for child growth and development, and may have academic and social-emotional implications. To understand the relationship between in-school play opportunities and academic achievement (AA) and social-emotional well-being among elementary school students, a systematic review of the current in-school play literature was conducted. Methods: Keywords were input across 7 search engines. After screening, 20 peer-reviewed publications related to play, AA, and social-emotional well-being met the inclusion criteria for this review. Findings: Across the included publications, recess was the only in-school play opportunity assessed. Overall, student behavior and social-emotional outcomes benefited from more recess while mixed results were found between recess participation and academic outcomes. However, more recess was not detrimental to AA. Conclusion: The findings from this review support the need for recess as part of a whole child approach to education that may mitigate the negative outcomes of sitting through long periods of instruction. More research is needed on the AA and social-emotional effects of other types of in-school play opportunities (ie, centers, play stations, and other breaks). Findings from this review indicate that recess is a necessary part of the elementary school day. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1348424 |
| Database: | ERIC |
| Abstract: | Background: Play is essential for child growth and development, and may have academic and social-emotional implications. To understand the relationship between in-school play opportunities and academic achievement (AA) and social-emotional well-being among elementary school students, a systematic review of the current in-school play literature was conducted. Methods: Keywords were input across 7 search engines. After screening, 20 peer-reviewed publications related to play, AA, and social-emotional well-being met the inclusion criteria for this review. Findings: Across the included publications, recess was the only in-school play opportunity assessed. Overall, student behavior and social-emotional outcomes benefited from more recess while mixed results were found between recess participation and academic outcomes. However, more recess was not detrimental to AA. Conclusion: The findings from this review support the need for recess as part of a whole child approach to education that may mitigate the negative outcomes of sitting through long periods of instruction. More research is needed on the AA and social-emotional effects of other types of in-school play opportunities (ie, centers, play stations, and other breaks). Findings from this review indicate that recess is a necessary part of the elementary school day. |
|---|---|
| ISSN: | 0022-4391 1746-1561 |
| DOI: | 10.1111/josh.13217 |
