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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 0000-0002-2409-9266), Castelli, Darla M. (ORCID 0000-0002-8862-578X)
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
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  Data: How Elementary In-School Play Opportunities Relate to Academic Achievement and Social-Emotional Well-Being: Systematic Review
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  Data: <searchLink fieldCode="AR" term="%22Burson%2C+Sheri+L%2E%22">Burson, Sheri L.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2409-9266">0000-0002-2409-9266</externalLink>)<br /><searchLink fieldCode="AR" term="%22Castelli%2C+Darla+M%2E%22">Castelli, Darla M.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8862-578X">0000-0002-8862-578X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+School+Health%22"><i>Journal of School Health</i></searchLink>. Oct 2022 92(10):945-958.
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  Data: 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
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  Data: Y
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  Data: 14
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  Data: 2022
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Literature+Reviews%22">Literature Reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Recess+Breaks%22">Recess Breaks</searchLink>
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  Data: 10.1111/josh.13217
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  Data: 0022-4391<br />1746-1561
– Name: Abstract
  Label: Abstract
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  Data: 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.
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Social Emotional Learning
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      – SubjectFull: Well Being
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      – SubjectFull: Literature Reviews
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      – SubjectFull: Recess Breaks
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