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Teneffüsün Çocukların Bilişsel, Sosyal ve Fiziksel Gelişimlerine Etkisi

Year 2011, Issue: 3, 97 - 120, 23.07.2016

Abstract

Bu araştırmanın amacı slayt gösterisi sunum yolu ile, okullarda çocukların teneffüse ihtiyacı olduğunu öğretmenlere, okul müdürlerine ve velilere göstermek, tenefüsün çocukların bilişsel, sosyal ve fiziksel gelişimi üzerindeki etkilerini açıklamak, tenefüsün yararlarını rapor etmek, ve teneffüs hakkındaki hakkında yanlış kanıları yıkmaktır. Bu araştırmada, ABD’de Colorado eyaletindeki bir ilkokulu kolaylığı ve erişilebilirliği nedeniyle tanıtım alanı olarak seçildi. Sunum tenefüsün okullardaki rolü üzerine karşıt tartışmaları, Amerikadaki okullarda tenefüsün elimine edilmesi, tenefüsün çocukların bilişsel, sosyal, ve fiziksel gelişimlerine etkilerinin rolü ve yararları hakkındaki bilimsel teorileri içerir. Sunumun ardından, anket soruları tenefüs sistemi hakkında öğretmenlerin fikirlerini ve sunum hakkında görüşlerini almak için öğretmenlere dağıtıldı. Anket sonuçlarına göre, öğretmenler tenefüsün eğitim ve sosyal değerini kavramış ve tenefüsün çocukların bilişsel, sosyal ve fiziksel gelişimi üzerindeki etkilerini tanımıştır. Öğretmenler aynı zamanda çocukların oyun oynamak için, fiziksel aktivitede bulunmak için, depolanan enerji yakmak için ve yaşıtları ile etkileşim içinde olmak için olanaklar verilmesi gerektiğini anket sonuçları ile vurgulamıştır. Ancak, okul müdürleri okuldaki teneffüs sistemi hakkında asıl birincil karar mercii olmasına rağmen okul müdürleri ve öğretmenler standart test ve okul hesapverbilirliği yüzünden daha çok akademik öğretime zaman ayırmaya zorlandığı için öğretmenler okulda öğrenciler için daha sık teneffüs imkanı sağlayamadıklarını sözle belirtmiş ve anket sonuçlarıda bunu göstermiştir. Ayrıca, öğretmenler anket sonuçlarına göre sunumda önerilen alternatif teneffüsleri uygulamayı düşündüklerini anket sonuçları ortaya koymuştur

References

  • American Academy of Pediatrics (2006). Ginsburg, K., R., MD, MSEd, Committee on Communications, & Committee on Psychosocial Aspects of Child and Family Health (2006). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Retrieved on December 14, 2007 from http://www.aap.org/pressroom/playFINAL.pdf
  • Chaker, A. M (2006). Rethinking Recess. The Wall Street Journal. Retrieved January 10, 2008 from http://online.wsj.com/public/article/SB116044203663787613-0lbK_m4N_z1bnVz3sbqQZ61YwDE_20071010.html
  • Council on Physical Education for Children. (2001). Recess in elementary schools. A position paper from National Association for Sport and Physical Education. Retrieved December 12, 2007 from http://eric.ed.uiuc.edu/naecs/position/recessplay/html
  • Council on Sport Medicine and Fitness & Council on School Health Pediatrics (2006). Active healthy living: Prevention of childhood obesity through increased physical activity. Retrieved December 15, 2007 http://www.pediatrics.org/cgi/content/full/117/5/1834
  • Clements, R. L. (2000). Elementary school recess: Selected readings, games activities for teachers and parents. United States : American Press.
  • Gross-Loh, C. (2007, March 1). Give me that old-time recess: Research shows that unstructured play during the school day is essential for kids’ cognitive and social development. Retrieved December 7, 2007, from http://www.encylopedia.com/printable.aspx?id=1G1:161022742
  • Holmes, R. M., Pellegrini A. D., & Schmidt, S. L. (2006). The effects of different recess timing regimens on preschoolers’ classroom attention. Early Child Development and Care, 176 (7), 735-743.
  • Jarett, Olga S. (2002). Recess in elementary school: What does the research say? ERIC Digest. Retrieved December 12, 2007 from http://www.ericdigets.org/2003-2/recess.html
  • Kieff, J. (2001). The silencing of recess bells. (Annual Theme 2001). New Orleans, LA: Early Childhood Education, University of New Orleans.
  • McClure, C. & Kinnison, L. (1999). Recess in elementary schools: Implications for children who have disabilities.(Information Analyses 070). Denton, TX: College of Education and Human Ecology Special Education, Texas Women University. (ERIC Document Reproduction Service No. EC307053)
  • National Association of Early Childhood Specialists in State Departments of Education. (2001). Recess and the importance of play: A position statement on young children and recess. Retrieved on December 14, 2007 from ERIC, ED 463 047
  • Pellegrini, A. D., & Bohn C. M. (2004). The role of recess in children’s cognitive performance and school adjustment, Educational Researcher, 34 (1), 13-19.
  • Pellegrini, A. D. (2005). Recess: Its role in education and development. (Eds. Zelazo, P. D., Baldwin, D., Bjorklund, D. F., Loache, J. L., Liben, L., & Munakata, Y.)
  • New Jersey: Lawrence Erlbaum Association.
  • Szecsi, T. (2006). To have or not to have: Recess from an international perspective. Retrieved December 18, 2007 from http://findarticles.com/p/articles/mi_qa3614/is_200607/ai_n17174717/print
  • Simon, J. B., & Childers, H. (2006). Principals’ perceptions of school recess: Sources of information, benefits, and drawbacks, Research in the School 13 (2), 37-46. Tyler, V. (2000). Why recess?. Dimension of Early Childhood, 28 (4), 21-23.

Effects of Recess on Children’s Cognitive, Social and Physical Development

Year 2011, Issue: 3, 97 - 120, 23.07.2016

Abstract

The purpose of this study is to show teachers, principals, and parents the need for recess in elementary schools, to report benefits of recess, to explain effects of recess on children’s cognitive, social, and physical development, and to break down misconceptions about recess through a slide show presentation. In this research, an elementary school in Denver, Colorado was chosen as presentation site because of convenience and accessibility. The presentation included information about co arguments of the role of recess in schools, eliminating recess in U.S. schools, the scientific theories of the role and benefit and effects of recess on children’s cognitive, social, and physical development. Following presentation, the survey questions were passed out to teachers to get feedback about the presentation overall, and their ideas about recess system. According to survey results, teachers understood the educational and social value of recess and they recognize the effects of recess on children’s cognitive, social, and physical development. They also appreciated that children need opportunities to play, to do physical activity, to burn off stored energy, to interact with peers, and to fresh their mind regarding survey results. However, since the principal is the primary decision-maker about the recess system in that school, and since principal and teachers are pushed for more academic time because of standardized test and school accountability teachers would not able to provide frequent recess for the children in this school as indicated in survey and orally told. On the other hand, teachers consider using alternative recess breaks that were proposed in the presentation according to survey results

References

  • American Academy of Pediatrics (2006). Ginsburg, K., R., MD, MSEd, Committee on Communications, & Committee on Psychosocial Aspects of Child and Family Health (2006). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Retrieved on December 14, 2007 from http://www.aap.org/pressroom/playFINAL.pdf
  • Chaker, A. M (2006). Rethinking Recess. The Wall Street Journal. Retrieved January 10, 2008 from http://online.wsj.com/public/article/SB116044203663787613-0lbK_m4N_z1bnVz3sbqQZ61YwDE_20071010.html
  • Council on Physical Education for Children. (2001). Recess in elementary schools. A position paper from National Association for Sport and Physical Education. Retrieved December 12, 2007 from http://eric.ed.uiuc.edu/naecs/position/recessplay/html
  • Council on Sport Medicine and Fitness & Council on School Health Pediatrics (2006). Active healthy living: Prevention of childhood obesity through increased physical activity. Retrieved December 15, 2007 http://www.pediatrics.org/cgi/content/full/117/5/1834
  • Clements, R. L. (2000). Elementary school recess: Selected readings, games activities for teachers and parents. United States : American Press.
  • Gross-Loh, C. (2007, March 1). Give me that old-time recess: Research shows that unstructured play during the school day is essential for kids’ cognitive and social development. Retrieved December 7, 2007, from http://www.encylopedia.com/printable.aspx?id=1G1:161022742
  • Holmes, R. M., Pellegrini A. D., & Schmidt, S. L. (2006). The effects of different recess timing regimens on preschoolers’ classroom attention. Early Child Development and Care, 176 (7), 735-743.
  • Jarett, Olga S. (2002). Recess in elementary school: What does the research say? ERIC Digest. Retrieved December 12, 2007 from http://www.ericdigets.org/2003-2/recess.html
  • Kieff, J. (2001). The silencing of recess bells. (Annual Theme 2001). New Orleans, LA: Early Childhood Education, University of New Orleans.
  • McClure, C. & Kinnison, L. (1999). Recess in elementary schools: Implications for children who have disabilities.(Information Analyses 070). Denton, TX: College of Education and Human Ecology Special Education, Texas Women University. (ERIC Document Reproduction Service No. EC307053)
  • National Association of Early Childhood Specialists in State Departments of Education. (2001). Recess and the importance of play: A position statement on young children and recess. Retrieved on December 14, 2007 from ERIC, ED 463 047
  • Pellegrini, A. D., & Bohn C. M. (2004). The role of recess in children’s cognitive performance and school adjustment, Educational Researcher, 34 (1), 13-19.
  • Pellegrini, A. D. (2005). Recess: Its role in education and development. (Eds. Zelazo, P. D., Baldwin, D., Bjorklund, D. F., Loache, J. L., Liben, L., & Munakata, Y.)
  • New Jersey: Lawrence Erlbaum Association.
  • Szecsi, T. (2006). To have or not to have: Recess from an international perspective. Retrieved December 18, 2007 from http://findarticles.com/p/articles/mi_qa3614/is_200607/ai_n17174717/print
  • Simon, J. B., & Childers, H. (2006). Principals’ perceptions of school recess: Sources of information, benefits, and drawbacks, Research in the School 13 (2), 37-46. Tyler, V. (2000). Why recess?. Dimension of Early Childhood, 28 (4), 21-23.
There are 16 citations in total.

Details

Other ID JA57VB34KB
Journal Section Articles
Authors

AYSUN Santıstevan This is me

Publication Date July 23, 2016
Submission Date July 23, 2016
Published in Issue Year 2011 Issue: 3

Cite

APA Santıstevan, A. (2016). Teneffüsün Çocukların Bilişsel, Sosyal ve Fiziksel Gelişimlerine Etkisi. Eğitim Ve İnsani Bilimler Dergisi: Teori Ve Uygulama(3), 97-120.