Emily Gonzales, the author of this op-ed, has worked as an early childhood educator here in Northern Nevada for over 10 years. In June 2022, she obtained a Child Development Associate credential through UNR, sparking an independent journey into exploring the intersection of neuroscience, play, and holistic approaches in human development. She says she plans on continuing to advocate for children's rights to play, indefinitely. Her son who goes to a local publicly funded charter school is in the 4th grade, where she says, he repeatedly gets punished and prevented from getting his recess time. Her post below is about why she thinks this is a big mistake:
What if you started your first job only to discover that if you don't meet your work quotas, your boss will deny you your 10-minute break or cut your lunch short? Not only would this be against federal law, but it would also likely diminish your productivity and make you contemplate quitting.
Thankfully, in the United States, workers have rights that safeguard their well-being. However, when it comes to children in Nevada, the same cannot be said for their essential, brain-nurturing break: recess. The absence of policies protecting the right to recess not only disregards the crucial role of play in child development but also leaves behind the very children who need it the most, potentially leading to educational setbacks.
Consider the case of my son, who, due to a cycle of academic struggles and subsequent recess deprivation, experienced a devastating impact on his overall well-being. The high-energy nature of his personality necessitates physical, active play to release excess energy and get his brain ready to learn.
As an only child, and having been suddenly homeschooled during the COVID-19 pandemic, he craves the social interaction of his peers and wants very badly to build meaningful friendships.
However, when he failed to complete regular assignments, he was subjected to recess detention. This punitive approach only compounded his difficulties, leading to a lack of focus, disruptive behavior, and subsequent social exclusion. The negative effects escalated, resulting in depression, crippling performance anxiety, a complete disinterest in attempting schoolwork, and an earnest desire to leave the school environment altogether.
In Nevada, the Charter School Authority maintains a misguided stance that fails to recognize the neuroscience-backed evidence supporting the significance of play in learning. The authority's position contradicts the findings of numerous studies and even the policy statement issued by the American Academy of Pediatrics (AAP) in 2013. The AAP emphasizes the vital role of recess in children's cognitive, social, and emotional development, stating that it should not be withheld as a form of punishment and that physical education cannot substitute for recess.
Neuroscientific research supports the assertion that play is a powerful means of self-regulation and brain "resetting." Play allows children to process information effectively and enhances their capacity for learning. Moreover, the benefits of play extend beyond academic performance. Socially, play provides a platform for the development of crucial social-emotional skills and the formation of meaningful relationships. By excluding children from play, we perpetuate a distressing cycle that undermines their holistic growth and stifles their potential.
It is worth noting that longer recess periods have demonstrated positive correlations with improved scores on standardized tests. Additionally, the post-pandemic reduction or elimination of recess in many schools disregards the social and emotional needs of children in an already socially awkward generation. The limited nature of adult-led physical education classes cannot adequately compensate for the multifaceted benefits of child-directed free play.
To address the pressing issue of recess deprivation, we must embrace innovative grassroots initiatives.
One inspiring idea is the implementation of a before-school "play club," a concept brought to life in some schools through the Let Grow Project, founded by visionaries like Lenore Skenazy and Peter Grey.
By opening the grounds for boisterous, uninhibited playtime before the formal start of the school day, children can enjoy unstructured play, fostering social connections, promoting physical activity, and nurturing their overall well-being. Such initiatives, rooted in the belief that play is essential for learning, empower children and encourage a culture that values the inherent benefits of play.
Recess is as fundamental to the process of learning as is a balanced, nutritious lunch. State laws protecting recess rights have been enacted in some U.S. states, acknowledging the importance of play in children's lives.
Nevada, with its low academic rankings, must recognize the urgency of valuing play and ensure that recess is no longer treated as a dispensable luxury. Educational institutions and educators who continue to employ the low-hanging fruit of methods, negative discipline- which is proven to be easy-to-use for adults but ineffective at achieving the desired outcome of creating life-long, self-driven learners- need to reach higher, practice restorative discipline and offer students more meaningful choices.
No longer can we afford to value test scores over student well-being, and any refusal to re-evaluate this strict, anti-childhood stance must be challenged. Policies that prioritize and protect recess should be implemented in all educational institutions.
Parents can also play a crucial role in supporting the right to play by encouraging play at home and advocating for play-based programs in their children's schools. By fostering a collaborative effort between parents, educators, and policymakers, we can ensure that play is recognized as a fundamental right for children and incorporated into their learning experiences.
In conclusion, the deprivation of recess in Nevada's schools not only disregards the evidence-backed benefits of play but also hinders children's overall development and academic progress. We cannot underestimate the power of play in nurturing cognitive, social, and emotional skills in children.
It is time for Nevada to reevaluate its policies and prioritize the well-being of its students by implementing comprehensive recess policies, challenging harmful stances, and embracing initiatives like before-school "play clubs." Recess is not a dispensable luxury but a critical component of the learning process. It is a fundamental developmental necessity, therefore an inalienable right. Let us advocate for change and ensure that the right to play is protected, reflecting the way that we value the work of children in both policy and practice.
Citizen’s Forum Contribution by Emily Gonzales
Note: The opinions expressed in this article are those of the author.
