Rethinking Recess: Creating Safe and Inclusive Playtime for All Children in School - Tapa blanda

London, Rebecca A.

 
9781682534144: Rethinking Recess: Creating Safe and Inclusive Playtime for All Children in School
Tapa blanda
ISBN 10: 1682534146 ISBN 13: 9781682534144
Editorial: Harvard Educational Publishing Group, 2019

Sinopsis

In Rethinking Recess, sociologist Rebecca A. London argues that recess has been overlooked as an essential part of the elementary school experience, with major implications for how well schools serve all students equitably and responsively. Given its potential to support students' social and emotional learning and physical activity, London says, recess should be designed intentionally, with attention to safety, health, and engagement.

The book shows how school leaders and other educators-even those with budget and space constraints-can make the most of recess time by using a variety of proven strategies, and also provides examples of schools that have put these strategies to use. Rethinking Recess highlights the need for equitable access to recess and supplies alternatives to the common practice of withholding recess for misbehavior or as a punishment, along with other policy recommendations, assessment tools, and resources that practitioners can use to redesign recess.

When unstructured or poorly planned, recess can be a major source of disciplinary incidents and office referrals, eating into instructional time, adding stress, and affecting perceptions of school climate for students and staff, among other negative outcomes. Conversely, taking organizational steps to create a well‐designed recess can engage students, improve school climate, build valuable social and emotional skills, reduce behavioral incidents, and promote healthy lifestyles.

Meticulously researched and filled with practical and often easy to implement changes for recess policies and practice, this book provides a critical resource for school leaders and others looking to make every aspect of school a positive one for students.

"Sinopsis" puede pertenecer a otra edición de este libro.

Acerca del autor

Rebecca A. London is a faculty member in the Sociology Department at the University of California, Santa Cruz.

De la contraportada

In Rethinking Recess, sociologist Rebecca A. London argues that recess has been overlooked as an essential part of the elementary school experience, with major implications for how well schools serve all students equitably and responsively. Given its potential to support students’ social and emotional learning and physical activity, London says, recess should be designed intentionally, with attention to safety, health, and engagement.

The book shows how school leaders and other educators—even those with budget and space constraints—can make the most of recess time by using a variety of proven strategies, and also provides examples of schools that have put these strategies to use. Taking organizational steps to create a well-designed recess can engage students, improve school climate, build valuable social and emotional skills, reduce behavioral incidents, and promote healthy lifestyles.

Meticulously researched and filled with practical and often easy-to-implement changes for recess policies and practice, this book provides a critical resource for school leaders and others looking to make every aspect of school a positive one for students.

“All children have the right to equitable and inclusive access to recess as a foundation of development. Rethinking Recess offers a compelling case for ‘organized recess,’ describing the important role of organized play to promote wellness, strengthen school culture, and enhance social and emotional learning. This book is a call to action for the well-being of our children and society.”
—Mary Ann Dewan, Santa Clara County Superintendent of Schools
 
“This important book illustrates how a well-organized and universally available recess can provide developmental spaces for students that improve school climate and foster social and emotional learning. Rethinking Recess documents inequities in access to recess, illustrates how schools can organize safe and supportive recess, and provides practical guidance for policy makers.”
—David Osher, vice president and institute fellow, American Institutes for Research

Rebecca A. London is a faculty member in the Sociology Department at the University of California, Santa Cruz.

De la solapa interior

In Rethinking Recess, sociologist Rebecca A. London argues that recess has been overlooked as an essential part of the elementary school experience, with major implications for how well schools serve all students equitably and responsively. Given its potential to support students' social and emotional learning and physical activity, London says, recess should be designed intentionally, with attention to safety, health, and engagement.

The book shows how school leaders and other educators--even those with budget and space constraints--can make the most of recess time by using a variety of proven strategies, and also provides examples of schools that have put these strategies to use. Taking organizational steps to create a well‐designed recess can engage students, improve school climate, build valuable social and emotional skills, reduce behavioral incidents, and promote healthy lifestyles.

Meticulously researched and filled with practical and often easy‐to‐implement changes for recess policies and practice, this book provides a critical resource for school leaders and others looking to make every aspect of school a positive one for students.

"All children have the right to equitable and inclusive access to recess as a foundation of development. Rethinking Recess offers a compelling case for 'organized recess, ' describing the important role of organized play to promote wellness, strengthen school culture, and enhance social and emotional learning. This book is a call to action for the well-being of our children and society."
--Mary Ann Dewan, Santa Clara County Superintendent of Schools

"This important book illustrates how a well-organized and universally available recess can provide developmental spaces for students that improve school climate and foster social and emotional learning. Rethinking Recess documents inequities in access to recess, illustrates how schools can organize safe and supportive recess, and provides practical guidance for policy makers."
--David Osher, vice president and institute fellow, American Institutes for Research

Rebecca A. London is a faculty member in the Sociology Department at the University of California, Santa Cruz.

"Sobre este título" puede pertenecer a otra edición de este libro.

Editorial
Harvard Educational Publishing Group
Año de publicación
2019
Idioma
Inglés
ISBN 10 
1682534146
ISBN 13 
9781682534144
Encuadernación
Tapa blanda
Número de páginas
224
Contacto del fabricante
no disponible
Persona responsable
no disponible