No

by Lokemun Magar

Created on: June 26, 2010

Recess is about the only time elementary school children have a breather from following rules and organized activities. Should elementary recess be only organized games? The answer is a resounding ‘No!’ Elementary children are children who need their own space.

Imagine being cooped up in a classroom with several others and having to pay attention and do what the teachers or the group leaders say. Elementary children would definitely need some freedom that recess offers. When recess represents free time and not only organized games, children learn self-management skills, as represented by the following areas:

* Children develop the freedom of choice and independence during free play. They develop the freedom to choose wisely what they will do in that short period of time. They learn to socialize as they choose to, but also have the freedom to remain by themselves or be with just one friend. Some children need the space to be alone at recess, to recuperate from the noise and fuss of activities in the classroom. Being on their own helps them find equilibrium again, and be mentally prepared for more activities that follow recess.

* Children learn to organize themselves. Being in an unorganized place generates an interesting amount of energy among children. You will soon find the leaders among the crowd who will initiate some organizing in the playground. You may be surprised to find a few passive children suddenly spring to life in the playground. 

* Children have the space to create and recreate their own games. Sometimes, organized grames are not the games children may want to play. By having only organized games, children who play the same games in their own homes may become bored. By giving them the choice to participate in organized games or entertain themselves, the children will then have the freedom to play their own or modify an existing game into a form pleasing to themselves and their playmates. You will probably be surprised that some of the games children play today are modified versions of the games you used to play. 

* Children go through processes of leadership development in the absence of organization. Even if there can be a lull in activities, there will soon be a buzz as some children start initiating some games. If everything is organized, it takes much less for the children to start playing something, as choices are available. However, when nothing is in sight, it takes more initiative to get something going. It is important for children to learn to start something going from scratch. By not imposing organized games on the children, we give them the leeway and freedom to initiate something.

* Children learn to defend themselves. In the absence of organized games, children not only learn to play by themselves, but also defend themselves when disputes arise. They also learn to differentiate between what is right or wrong when a row erupts among a few children. They have to learn to judge the situation for themselves and negotiate their way out of a tiff.

* Children learn to create their own boundaries. For games to be played in fairness, children learn to draw their own rules and boundaries. They learn to negotiate playing rules and negotiate pleasant ends to disputes. They learn skills that they would probably never get to learn when everything else is thought out for them in organized games.

* Children learn to be children, spontaneous, free and rowdy in a safe manner. When children have a free hand in deciding how they want to spend recess, they can be themselves. In organized play, they have to follow what is pre-determined, and this can stifle spontaneous actions and reactions in children.

Children need to learn to handle themselves at times, especially when they are with other children. Elementary recess provides such opportunities in the absence of organized activities. Let children be children in the midst of other children. Let them grow free in those short periods that are rightly their break from an organized environment called school, and in the absence of organized games.

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