Tales from the playground: transforming the context of recess through collaborative action research

Abstract

This research is focused on a topic that has received little attention: the context of recess and its potential cumulative influence on children's social interactions and developmental trajectories. We present a qualitative analysis of a collaborative action research project focused on transforming the recess environment in four southern Ontario elementary schools. We describe the strategies we used and the rationale underlying our actions in order to highlight connections among context, socialization patterns, and developmental outcomes. Descriptions are drawn from iterative participation and reflection of students, administrators, teachers, university researchers, and university student volunteers. Four themes emerged from our analysis: children (1) are active and engaged, (2) take advantage of opportunities to develop responsibility and empathic relationships, (3) feel safe and accepted, and (4) are provided with opportunities to develop positive interactions and friendships. Collectively, the findings suggest that the supported context allowed children to feel connected to their peers during recess, which catalyzed playful, prosocial relationships. We discuss the potential implications of these findings on children's developmental and academic trajectories.