Olga S. Jarrett

Impact of Recess on Classroom Behavior: Group Effects and Individual Differences

The purpose of this research was to determine the effect of a recess break on classroom behavior, specifically working, fidgeting, and listlessness. A southern urban school district with a policy against recess granted permission for 2 Grade 4 classes to have recess once a week so that subsequent behavior on recess and nonrecess days could be compared. A multivariate analysis of variance with repeated measures and subsequent analyses of variance indicated that the 43 children, who were used as their own controls, differed on recess and nonrecess days, becoming more on task and less fidgety when they had recess. Sixty percent of the children, including all 5 of those with attention deficit disorder, and a balance of boys and girls benefited considerably. They worked more or fidgeted less (or both) on recess days.

Science interest and confidence among preservice elementary teachers

Research on science teaching in the elementary school indicates that science is often taught “little and poorly” by teachers who lack confidence in their subject matter. The purposes of this study of prospective teachers were to (1) examine the effect of elementary, high school, and college science experiences as well as informal science (play, museums, and hobbies) on interest in science and confidence in teaching science and (2) determine the effect of an inquiry-based science methods course on interest and confidence. The subjects were three groups of students in an initial certification master’s program who were studied during a field-based science methods course. Their own experience with science when they were in elementary school, followed by informal experiences and high school experience, predicted initial interest in science. Elementary school experience, followed by the number of science courses taken in college, predicted initial confidence. The inquiry-based science methods course increased both interest and confidence.

Acceptability and Student Outcomes of a Violence Prevention Curriculum

Violence in schools and its prevention have become focal points for research, practice, and policy. This study investigated the effectiveness of the Second Step violence prevention curriculum on all fourth and fifth grade students (N = 455) in one small urban school district. Scores on tests measuring knowledge of the curriculum increased significantly. Significant positive changes were also found for Behavior Assessment System for Children items reflecting student use of problem solving as well as report card items indicating respectful and cooperative behavior. Qualitative data from interviews with students provided in depth information about treatment acceptability and types of behavioral changes observed. Student interviews support the conclusion that the quantitative pre-post changes were directly connected to key components of the violence prevention curriculum. Implications for future research and practice are considered.Editors’ Strategic Implications: The authors present quantitative and qualitative data to suggest that a cognitive problem solving model represents a promising practice for school violence prevention efforts with urban, elementary school children. Longitudinal, experimental research will be necessary to draw any stronger conclusions.

Lessons on the Role of Fun/Playfulness from a Geology Undergraduate Summer Research Program

This paper examines past and current experiences with fun and playfulness of participants in two summers of an NSF funded summer research experiences for undergraduates (REU) geosciences program. Thirty students responded to questionnaires on the role of play in their previous learning and their playful, inspirational, or “ah-ha” feelings while doing their summer research. They reported a sense of playfulness during science classes, promoted by engagement with interesting phenomena, ability to work independently, and a relaxed atmosphere. Their descriptions of playfulness in the program were similar to those of scientists describing playfulness while doing research. They described the fun of the work itself, the opportunities for playful social interactions with peers, and excitement at finding results. Implications for science education involve the inclusion of playfulness and fun in the modeling of scientific inquiry and the structuring of science classes and labs to allow more students? input into their own learning, the provision of field experiences, and the allowance of some socialization.

Social reciprocity in handicapped and nonhandicapped children in a dyadic play situation

Abstract Social reciprocity behavior was compared for handicapped and nonhandicapped preschool children when they were in play situations with both handicapped and nonhandicapped partners. In a counterbalanced design, handicapped and nonhandicapped children were paired with both handicapped and nonhandicapped play partners, and the social initiation and response sequences of the dyads were observed. Types of initiation observed were friendly statements, friendly questions, mildly negative advances, and demanding statements. Friendly, ignoring, and negative responses were observed to these initiations. Handicapped and nonhandicapped children did not differ on overall number of initiations. However, they did differ on the types of initiation they made. Handicapped children asked fewer friendly questions and engaged in more demanding initiations than expected. Both groups made more initiations when paired with handicapped partners than when paired with nonhandicapped partners, but the groups did not differ on the types of initiation made to handicapped and nonhandicapped partners. The handicapped children made more ignoring and negative responses to friendly initiations than the nonhandicapped children. Behaving similarly, both groups tended to respond negatively to negative and demanding initiations.

The Effects of a Summer Camp Program in China on Children's Knowledge, Attitudes, and Behaviors Toward Animals: A Model for Conservation Education

ABSTRACT This summative evaluation, conducted in Chengdu, Sichuan Province, China, studied whether participation in a conservation education camp positively changed 8–12-year-old childrens (a) knowledge of how to protect animals, (b) care about animals, (c) propensity for environmental and wildlife stewardship, and (d) compassionate behavior toward animals and nature. Influenced by conservation psychology, social learning theory, empathy and moral development, constructivism, and conservation biology, 5-day overnight camps were conducted at 2 zoological institutions. Activities were designed to help children form bonds with animals and care enough to positively change their behavior toward animals and nature. Mixed methods, using pre- and postvisit surveys, researcher field notes, vignettes, student journals, an end of camp questionnaire, and a camper behavior ethogram, revealed significant increases in knowledge, care, and propensity for action, and an additional theme, empathy. This study identified effective strategies to promote positive behavior toward animals, empathy, and conservation behavior.

Problem Solution Project: Transforming Curriculum and Empowering Urban Students and Teachers.

This article presents findings of 6 years of implementing a Problem Solution Project, an assignment influenced by service learning, problem-based learning, critical theory, and critical pedagogy whereby teachers help children tackle real problems. Projects of 135 teachers in an urban certification/master’s program were summarized by cohort year and grade-level taught. A subset of 22 projects was analyzed qualitatively to determine the decision-making process, degree of implementation, evidence of teacher and student empowerment, and extent of curriculum integration. Results confirm the Problem Solution Project as a powerful way to meet curriculum standards while empowering teachers and children.

Cross-Racial Acceptance and Best Friend Choice A Study of Kindergarteners and First Graders in Racially Balanced Classrooms

When kindergarteners and first graders chose best friends, gender was more important than race.

The state of play in the U.S.A: concerns and hopeful trends

Think of your early play experiences and whether they influenced the kind of person you have become. Through my childhood play, I learned a lot about myself and how to interact with others. I also built lifelong dispositions and interests. I see childhood play connections in my adult recreational interest in the outdoors and in tinkering with ‘stuff’; my professional interests in research on doll play, recess, and science interest; and my ways of teaching science and child development. Most of my childhood play experiences occurred at home and in after-school activities. However, my school experiences were also rather playful. I grew up in Pennsylvania, USA, in the 1940–1950s. Historically, elementary school playgrounds in my home town were kept open in the summer. My mother’s first summer job in the 1920s was as a play supervisor on a school playground. In Kindergarten, I played in the sand, drew pictures, learned songs, and acted out stories. In elementary school (through sixth grade), I had recess (breaktime) twice a day and walked home for lunch. Though my school was in a poor neighborhood, we learned square dances, had art projects, made up plays, sang, sewed, and learned to play musical instruments. Even our Junior High School (7–9th grades) allowed for activity and some playfulness through sewing, cooking, woodworking classes, orchestra, and daily PE classes. We took standardized tests but did not spend time on test preparation. Contrary to the current use of such tests, our teachers’ salaries, or even whether the school would be closed, were not dependent on our test scores. My department chair, Dr Barbara Meyers, recently reminisced in her annual letter to the Early Childhood and Elementary Education Department, about her first Kindergarten teaching position nearly 50 years ago.

Social Initiation and Response Styles in Lower and Middle Class Preschool Children

Lower SES children in Head Start and middle SES children in private preschools were compared on peer social interaction, particularly social reciprocity. Although the lower SES children had more initiations and responses (including the response of ignoring the initiation of a peer) than the middle SES children, the type of response that lower income children made to positive and negative initiations differed from the type of response that the middle SES children made. A log‐linear analysis indicated that the lower SES children made proportionately fewer positive and more negative responses to positive initiations than middle SES children. The lower SES children also had a significantly greater proportion of ignore responses to both positive and negative initiations from peers than the middle SES children. The results imply that special attention and help should be provided for lower SES preschool children in the development of social skills.