LEADER 03832nam 2200553 a 450 001 9910971785403321 005 20251116145030.0 010 $a1-4384-1578-8 035 $a(CKB)1000000000007089 035 $a(MiAaPQ)EBC3407022 035 $a(Au-PeEL)EBL3407022 035 $a(CaPaEBR)ebr10064660 035 $a(OCoLC)923398252 035 $a(BIP)76147800 035 $a(BIP)1413927 035 $a(EXLCZ)991000000000007089 100 $a19931217d1995 ub 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aSchool recess and playground behavior $eeducational and developmental roles /$fAnthony D. Pellegrini 205 $a1st ed. 210 $aAlbany $cState University of New York Press$dc1995 215 $axii, 186 p 225 1 $aSUNY series, children's play in society 311 08$a0-7914-2184-8 320 $aIncludes bibliographical references and index. 327 $aIntro -- Contents -- Acknowledgments -- 1. Children on the Playground at Recess: What's So Important? -- 2. Playgrounds and Children's Behavior at Recess -- 3. Theory and Method -- 4. Dimensions of the Playground and Children's Behavior: Implications for Social Cognition Development -- 5. The Effects of Recess Timing on Elementary School Children's Recess and Classroom Behavior -- 6. Longitudinal Relations between Playground Behavior and Cognition: Explorations in Social Dimensions of Cognition -- 7. The Rough-and-Tumble Play of Primary School Children: Contemporaneous and Longitudinal Relations -- 8. Preference for Outdoor Play during Early Adolescence -- 9. Longitudinal Relations between Social Networks and Adjustment to Middle School -- 10. Adolescent Boys' Rough-and-Tumble Play -- 11. Conclusions and Implications -- Index -- A -- C -- D -- E -- G -- N -- O -- P -- R -- S -- T. 330 $aThe recess period represents a unique part of the school day. It is one of the few times when children can interact with their peers on their own terms with minimal adult intervention. Consequently, it represents one of the few places in primary and middle schools to observe spontaneous peer interaction. School Recess and Playground Behavior offers a programmatic examination of a neglected aspect of children's behavior and informs related literatures such as the educational, social-developmental, and cognitive-developmental literatures. Dr. Pellegrini goes well beyond what has been done in the past by systematically pursuing an underlying theme that revolves around the educational significance of recess periods. Due to the relatively new interest in understanding the developmental significance of playground experiences, most past work has been topical in nature. By using a theme, the author has taken the next logical step in bringing coherence to this line of inquiry. The result is a readable and coherent volume that clearly demonstrates the value of recess periods in enhancing children's cognitive and social/emotional development. Anthony D. Pellegrini is Professor of Early Childhood Education at the University of Georgia, Athens, and editor of the SUNY series, Children's Play in Society. 410 0$aSUNY series, children's play in society. 606 $aSchool recess breaks 606 $aPlay$zUnited States 606 $aChild development 606 $aEducational surveys$zUnited States 615 0$aSchool recess breaks. 615 0$aPlay 615 0$aChild development. 615 0$aEducational surveys 676 $a371.2/424 700 $aPellegrini$b Anthony D$0157637 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910971785403321 996 $aSchool recess and playground behavior$94471023 997 $aUNINA