Date of Graduation

8-2024

Document Type

Thesis

Degree Name

Master of Science in Human Environmental Science (MS)

Degree Level

Graduate

Department

General Human Environmental Sciences

Advisor/Mentor

Ma, Weiyi

Committee Member

Terrell, Amanda

Second Committee Member

Herold, Laura

Keywords

Classroom behavior; Play; Recess; Students' perceptions; Teachers' perceptions

Abstract

Play is an integral part of human nature. Research has demonstrated that play supports physical, socio-emotional, and cognitive development in children and even adults. However, according to the American Association for the Child’s Right to Play (2024), 40% of school districts in the U.S. have eliminated or reduced recess in order to promote academic excellence as measured by standardized tests. How does the reduction in play time influence students’ classroom behavior? An examination of this question has tremendous theoretical and societal impact as it informs the influence of the environment on human development. This fundamental question in human development has helped design effective educational programs for healthy child development. This study examined the influence the Playworks program had on teachers’ and students’ perceptions of classroom behavior. Playworks aims to increase play in low-income schools by teaching young students’ games and facilitating positive interactions among them (DeRuy, 2016). This study analyzed an existent database of 29 urban schools that were randomly assigned to either the treatment condition where the Playworks program was utilized or the control group where no treatment condition was introduced (James-Burdumy, 2014). Data were collected from students, teachers, and school staff members to assess the program in multiple key areas including student behavior, learning and academic achievement, conflict resolution and aggression, youth development, physical activity, and school climate (James-Burdurmy, 2014). Compared with teachers in the control group, the teachers in the treatment group perceived their students as slightly less likely to engage in classroom conflict and negative behaviors towards peers or a teacher such as teasing or name-calling (p’s < .10). The current finding 1) verifies the benefit of play on students’ classroom behavior, 2) supports the new concept of a mandate for playful learning in elementary school, and 3) helps inform policy discussions about facilitating child development using a developmentally appropriate educational approach.

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