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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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- Author(s): Burson, Sheri L.; Castelli, Darla M.
- Source:
Journal of School Health; Oct2022, Vol. 92 Issue 10, p945-958, 14p- Subject Terms:
PLAY & psychology; ACADEMIC achievement evaluation; WELL-being; PROFESSIONAL peer review; PSYCHOLOGY information storage & retrieval systems; ONLINE information services; EXPERIMENTAL design; RESEARCH evaluation; PROBLEM solving; SYSTEMATIC reviews; SERIAL publications; RESEARCH methodology; CURRICULUM; CREATIVE ability; PHYSICAL activity; HUMAN services programs; COMPARATIVE studies; INTERPERSONAL relations; ELEMENTARY schools; PSYCHOLOGY of school children; EMOTIONS; SOCIAL skills; MEDLINE; THEMATIC analysis; ERIC (Information retrieval system); MEDICAL coding; DIFFUSION of innovations - Source:
- Additional Information
- Subject Terms:
- 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. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Journal of School Health is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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