ABSTRACT Recess in the United States is decidedly limited in elementary schools, despite numerous research findings that support unstructured play as a vehicle for development across multiple domains. It is widely understood that recess breaks promote prosocial behaviors, physical activity, and attentiveness in class. However, few researchers in the United States have explored effects of multiple daily recess periods on teaching, learning, and behavior. In this investigation, we report findings from interviews with 17 teachers who provide four recess periods daily. We describe the LiiNK Project, inspired by European approaches that provide recess breaks throughout each school day. Findings from this study extend existing knowledge about benefits of recess by providing teacher accounts about how multiple recess periods affect students cognitively, socially, and emotionally. Furthermore, this research makes a new contribution to the literature by reporting how teachers maximize instructional time while increasing daily recess from 15 to 60 min. Implications for school leaders and teachers are shared.

中文翻译：

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定性研究教师对教学，学习和行为的隐退时间增加的看法

摘要尽管有许多研究发现支持非结构化游戏作为跨多个领域发展的工具，但美国的Recess在小学绝对受到限制。众所周知，课间休息会促进亲社会的行为，体育活动和专注力。但是，在美国，很少有研究人员探讨过多个每日休会期对教学，学习和行为的影响。在这项调查中，我们报告了与每天提供四个休息时间的17位老师的访谈所得的结果。我们描述了LiiNK项目，其灵感来自欧洲的方法，该方法在每个教学日都提供课间休息时间。这项研究的发现通过向教师提供有关多个休假期如何在认知上影响学生的信息，扩展了有关休假的好处的现有知识，在社交和情感上。此外，这项研究通过报告教师如何最大限度地增加教学时间，同时将每天的课间休息时间从15分钟增加到60分钟，为文献做出了新的贡献。对学校领导和老师的启示是共享的。