Is break time/playtime valuable in the primary school

Added on - 28 Dec 2019

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Is break time/playtime valuablein the primary school?
Table of ContentsINTRODUCTION...........................................................................................................................1Different strategies for play........................................................................................................1Importance of play/break time....................................................................................................4Challenges through playing.........................................................................................................6CONCLUSION................................................................................................................................7REFERENCES................................................................................................................................8
INTRODUCTIONPlay can be defined as engaging everyone for re-creative and enjoyable activity. Play canbe understood in many different ways but mainly it is termed as 'unstructured' or 'free'. Differentpeople have their own ways of involving others so that they could involve with everyone andcould enjoy as they like (Qualter, 2014). The main focus through play is that all the kids of youthinvolved in it should be benefited. In this context, space and services also play vital role as playwill only be effective when schools will have enough services and facilities. There are mainlytwo types of play which could be serious or fun. They have their own importance like children'sget to explore new imaginary words, get to involve with others, explore materials, etc. inaddition to all this, children's get to know their capabilities and their interests and develop as anindividual. In this context, there has been many research done in order to know the impact ofplay, the time duration which should be kept for children to play, etc. (Bennathan and Boxall,2013). There are many games which were played earlier are now banner in schools. For examplegames like wrestling, tag, tackling etc. has been banned. The issue with these games what that,children's will start as a game but end up with fights or conflicts, these games have aggressivecomponents in them and there are chances that it may cause situations which may becomeuncontrollable (Fauzan, Plomp and Gravemeijer, 2013). Games which includes balls to bethrown to children like brandy or dodge ball are also included in banned list. The issue arises notjust for children who play the game but the concern for other people who get hit with errant ball.The present report covers different theories which related to play. Further, it covers theimportance of play/break time in schools. Lastly, it also includes challenges which are faced byschools in providing play time.Different strategies for playIt was in 18thand 19thcenturies which play theory was first evolved. There were mainlyfour theories through which perception was affected towards how and why children's play(Aturupane, Glewwe and Wisniewski, 2013). Following are the four theories which are involvedin play theory:Surplus Energy Theory:This theory was given in 18thcentury by a philosopher and poet namedFriedrich Schiller. According to him, it is very important to play in order to get balance thesurplus energy which an individual possess (Duflo, Dupas and Kremer, 2015). In order words, it1
is very essential for individuals to make use of their surplus energy which they gained when theysatisfied their primary requirements. In this context, it is very important for children's to makeuse of their surplus energy through play. Further, it was in 1873 when a psychologist andphilosopher named Herbert Spencer who saw relevance in the surplus energy theory given byFriedrich (Tymms, 2013). According to Spencer, the main reason of surplus energy is generatedbecause of physiological changes which takes place when body is at rest. Mostly, animals takeless rest but their make use of their surplus energy with the help of hunting activities for theirsurvival. Similarly, Spencer states that during childhood it is very essential for children's to makeuse of their surplus through play.In accordance with the concept of schooling, it is seen that when children's sit for long hours,surplus energy is accumulated (McEwan, 2015). In this context, it is very important for schoolsto provide physical activities so that they could make use of superfluous energy. This is veryhelpful in developing concentration, positivity and motivation within children's. With this respectmost of the teacher believe that breaks or recess are very helpful in achieving their exerciseneeds. When surplus energy use fully utilized only then they will be able to return to their classesand make them ready for their next classes (Elder and Jepsen, 2014).Another study conducted in Australia it was found that after meeting the basic needs which isfood, drinking, etc. In order to make use of surplus energy it is very essential to providechildren's with break so that they could recharge their batteries and 'let off stream' (Craft, Creminand Clack, 2014). In this context, in order to achieve or fulfil it effectively, it is possible with thehelp of playing games and it helps them to return to class with more brain work.It has been noticed that in schools children's get inactive and restless when they are made sit forlong. There are not exact explanation that it lies on surplus or any other theory. By making themplay will be helpful in providing them a change where they can enjoy and get to know othersmore closely (Blatchford, 2012). There are negative impact over health when children's do notmake use of their surplus energy as it creates issue to many diseases and also slow downs thegrowth level and understandability.Recreational Theory:This theory was given by Moritz Lazarus, according to this theory peopleget exhausts with their work and rest, sleep is not enough so as to recover the weakness (Ridgers,Timperio and Salmon, 2013). It sis important for people to get engage in activities which wouldhelp them to develop positivity and energy so that they could perform their regular work2
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