Increasing Recess Time Could Be the Solution to Kindergarten Students' Behavioral Issues?

In the world of early education, a growing conversation is centered around the role of play and self-regulation in kindergarten classrooms. This discussion has been sparked by various factors, including the design of modern classrooms, shifting educational priorities, and the increasing demands placed on young learners.

Amber Nichols, the 2023 West Virginia Teacher of the Year and a former longtime kindergarten teacher, recalls the transformation her district's kindergarten programs underwent in the first half of the 2010s. The focus shifted from play to a more academic-based curriculum, with kindergarten programs pushing play out and focusing more on academic-based content.

This trend is not unique to Nichols' district. Many kindergarten programs across the USA have become more academic-focused, with an emphasis on teaching students to read and gain basic math skills. However, this shift has raised concerns about the impact on young children's emotional and social development.

Many respondents to an EdWeek poll suggested that the design of today's kindergarten classrooms may be fueling emotional dysregulation. They called for more play and more movement in kindergarten to help students with self-regulation.

In line with this sentiment, educators who align with approaches like Montessori and Waldorf pedagogy advocate for more play and movement in kindergarten programs. They emphasize child-centered, self-directed learning environments that integrate physical activity naturally into daily routines. For example, Waldorf educators promote rhythm, repetition, free movement, and play to foster trust and autonomy, while Montessori education encourages sensory and practical life exercises through movement and self-chosen activities.

Kindergarten readiness checklists vary across states and districts, but most prioritize the ability to self-regulate. A common expectation listed in Ohio's kindergarten-readiness checklist is "use self-control." Yet, Nichols states that there is a place for explicit instruction in kindergarten, but it should not be the entire day.

In the EdWeek survey, more play and more movement were the most popular responses for helping kindergarten students with self-regulation. Jessica Arrow, a former and current kindergarten teacher at Symonds Elementary in Keene, N.H., has incorporated more play, movement, and exploration into her kindergarten classroom. This approach has been reinforced by legislation, as in 2018, New Hampshire passed legislation requiring play to be reinstated as a cornerstone to public school kindergarten statewide.

However, it's important to note that kindergarten students also need to be exposed to the utensils they will be using in 1st grade. But this does not have to be the focus of the entire kindergarten day. As Nichols suggests, kindergarten programs should examine more closely the dual goals of meeting academic standards for young learners while also incorporating a propensity towards playfulness.

This balance is crucial, as a growing number of children in kindergarten struggle with regulating their emotions and performing skills associated with this grade level, such as cutting with scissors and using crayons. Heather Leenders, a former classroom teacher, stated that kindergartners are having tantrums because they are being asked to do things that 4- to 6-year-olds should not be asked to do.

In conclusion, the debate over the role of play and self-regulation in kindergarten classrooms is a complex one. While academic skills are important, so is nurturing the social, emotional, and physical development of young children. As educators and policymakers continue to grapple with these issues, striking a balance that supports the holistic development of kindergarten students will be key.

Increasing Recess Time Could Be the Solution to Kindergarten Students' Behavioral Issues?