I ran across this Nemours website by accident looking for developmental reading resources and I found so much more. I hope you find it as useful as I have in looking at reading and health subjects in a very concise and accessible format.
Outdoor Play Allows a School-Aged Child to:
-Increase the flow of blood to the brain. The blood delivers oxygen and glucose, which the brain needs for heightened alertness and mental focus.-Build up the body’s level of brain-derived neurotrophic factor or BDNF, BDNF causes the brain’s nerve cells to branch out, join together and communicate with each other in new ways, which leads to your child’s openness to learning an more capacity for knowledge
-Build new brain cells in a brain region called dentate gyrus, which is linked
with memory and memory loss.-Improves their ability to learn.
-Increase the size of basal ganglia, a key part of the brain that aids in
maintaining attention and “executive control,” or the ability to coordinate
actions and thoughts crisply.-Strengthen the vestibular systems that create spatial awareness and mental
alertness. This provides your child with the framework for reading and other
academic skills-Help creativity
Raise Smart Kid (2015). The Benefits of Exercise On Your Kid’s Brain.
Conflict is normal
Conflict is a normal part of children’s lives. Having different needs or wants, or wanting the same thing when only one is available, can easily lead children into conflict with one another. “She won’t let me play,” “He took my …”, “Tom’s being mean!” are complaints that parents, carers and school staff often hear when children get into conflict and are unable to resolve it. Common ways that children respond to confl ict include arguing and physical aggression, as well as more passive responses such as backing off and avoiding one another.
When conflict is poorly managed it can have a negative impact on children’s relationships, on their self-esteem and on their learning. However, teaching children the skills for resolving conflict can help signifi cantly. By learning to manage conflict effectively, children’s skills for getting along with others can be improved. Children are much happier, have better friendships and are better learners at school when they know how to manage conflict well.
Different ways of responding to conflict
Since children have different needs and preferences, experiencing conflict with others is unavoidable. Many children (and adults) think of conflict as a competition that can only be decided by having a winner and a loser. The problem with thinking about conflict in this way is that it promotes win-lose behaviour: children who want to win try to dominate the other person; children who think they can’t win try to avoid the conflict. This does not result in effective conflict resolution.
Win-lose approaches to conflict
Children may try to get their way in a conflict by using force. Some children give in to try to stop the conflict, while others try to avoid the situation altogether. These different styles are shown below. When introducing younger children to the different ways that conflicts can be handled, talking about the ways the animals included as examples below might deal with conflict can help their understanding. It introduces an element of fun and enjoyment.
Conflict style Animal example Child’s behaviour Force Shark, bull, lion Argues, yells, debates, threatens, uses logic to impose own view. Give in Jelly fish, teddy bear Prevents fights, tries to make others happy. Avoid Ostrich, turtle Thinks or says: “I don’t want conflict.” Distracts, talks about something else, leaves the room or the relationship. Sometimes these approaches appear to work in the short-term, but they create other sets of problems. When children use force to win in a conflict it creates resentment and fear in others. Children who ‘win’ using this approach may develop a pattern of dominating and bullying others to get what they want. Children who tend to give in or avoid conflict may lack both confidence and skills for appropriate assertive behaviour. They are more likely to be dominated or bullied by others and may feel anxious and negative about themselves.
It is possible instead to respond to conflict in positive ways that seek a fair outcome. Instead of being seen as a win-lose competition, conflict can be seen as an opportunity to build healthier and more respectful relationships through understanding the perspectives of others.
Win-some lose-some: Using compromise to resolve conflict
Adults have a significant impact on how children deal with conflict. Often adults encourage children to deal with conflict by compromising. Compromising means that no-one wins or loses outright. Each person gets some of what they want and also gives up some of what they want. Many children learn how to compromise as they grow and find ways to negotiate friendships. It is common around the middle of primary school for children to become very concerned with fairness and with rules as a way of ensuring fairness. This may correspond with an approach to resolving conflict that is based on compromise.
Conflict style Animal example Child’s behaviour Compromise Fox I give a bit and expect you to give a bit too. Win-win: Using cooperation to resolve conflict
Using a win-win approach means finding out more about the problem and looking together for creative solutions so that everyone can get what they want.
Conflict style Animal example Child’s behaviour Sort out the problem (Win-win)
Owl Discover ways of helping everyone in the conflict to get what they want. Skills required for effective conflict resolution
Effective conflict resolution requires children to apply a combination of well-developed social and emotional skills. These include skills for managing feelings, understanding others, communicating effectively and making decisions. Children need guidance and ‘coaching’ to learn these skills. Learning to use all the skills effectively in combination takes practice and maturity. However, with guidance children can begin to use a win-win model and gradually develop their abilities to resolve conflicts independently.
Skill What to encourage children to learn
- Manage strong emotions
- Use strategies to control strong feelings
- Verbally express own thoughts and feelings
- Identify and communicate thoughts and feelings
- Identify the problem and express own needs
- Talk about their own wants/needs/fears/concerns without demanding an immediate solution
- Understand the other person’s perspective
- Listen to what the other person wants/needs
- Understand the other person’s fears/concerns
- Understand without having to agree
- Respond sensitively and appropriately
- Generate a number of solutions to the problem
- Think of a variety of options
- Try to include the needs and concerns of everyone involved
- Negotiate a win-win solution
- Be flexible
- Be open-minded
- Look after own needs as well as the other person’s needs (be assertive)
Guiding children through the steps of conflict resolution
1. Set the stage for WIN-WIN outcomes
Conflict arises when people have different needs or views of a situation. Make it clear that you are going to help the children listen to each other’s point of view and look for ways to solve the problem that everyone can agree to.
- Ask, “What’s the problem here?” Be sure to get both sides of the story (eg “He won’t let me have a turn” from one child, and “I only just started and it’s my game,” from another).
- Say, I’m sure if we talk this through we’ll be able to sort it out so that everyone is happy.”
2. Have children state their own needs and concerns
The aim is to find out how each child sees the problem. Help children identify and communicate their needs and concerns without judging or blaming.
- Ask, “What do you want or need? What are you most concerned about?”
3. Help children listen to the other person and understand their needs and concerns
In the heat of conflict it can be difficult to understand that the other person has feelings and needs too. Listening to the other person helps to reduce the conflict and allows children to think of the problem as something they can solve together.
- Ask, “So you want to have a turn at this game now because it’s nearly time to go home? And you want to keep playing to see if you can get to the next level?”
- Show children that you understand both points of view: “I can understand why you want to get your turn. I can see why you don’t want to stop now.”
4. Help children think of different ways to solve the problem
Often children who get into conflict can only think of one solution. Getting them to think of creative ways for solving the conflict encourages them to come up with new solutions that no-one thought of before. Ask them to let the ideas flow and think of as many options as they can, without judging any of them.
- Encourage them: “Let’s think of at least three things we could do to solve this problem.”
5. Build win-win solutions
Help children sort through the list of options you have come up with together and choose those that appear to meet everybody’s needs. Sometimes a combination of the options they have thought of will work best. Together, you can help them build a solution that everyone agrees to.
- Ask: Which solution do you think can work? Which option can we make work together?
6. Put the solution into action and see how it works
Make sure that children understand what they have agreed to and what this means in practice.
- Say, “Okay, so this is what we’ve agreed. Tom, you’re going to show Wendy how to play the game, then Wendy, you’re going to have a try, and I’m going to let you know when 15 minutes is up.”
Key points for helping children resolve conflict
The ways that adults respond to children’s conflicts have powerful effects on their behaviour and skill development. Until they have developed their own skills for managing conflict effectively most children will need very specific adult guidance to help them reach a good resolution. Parents, carers and teaching staff can help children in sorting out conflict together, by seeing conflict as a shared problem that can be solved by understanding both points of view and finding a solution that everyone is happy with.
Guide and coach
When adults impose a solution on children it may solve the conflict in the short term, but it can leave children feeling that their wishes have not been taken into account. Coaching children through the conflict resolution steps helps them feel involved. It shows them how effective conflict resolution can work so that they can start to build their own skills.
Listen to all sides without judging
To learn the skills for effective conflict resolution children need to be able to acknowledge their own point of view and listen to others’ views without fearing that they will be blamed or judged. Being heard encourages children to hear and understand what others have to say and how they feel, and helps them to learn to value others.
Support children to work through strong feelings
Conflict often generates strong feelings such as anger or anxiety. These feelings can get in the way of being able to think through conflicts fairly and reasonably. Acknowledge children’s feelings and help them to manage them. It may be necessary to help children calm down before trying to resolve the conflict.
Remember
- Praise children for finding a solution and carrying it out.
- If an agreed solution doesn’t work out the first time, go through the steps again to understand the needs and concerns and find a different solution.
The information in this resource is based on Wertheim, E., Love, A., Peck, C. & Littlefield, L. (2006). Skills for resolving conflict (2nd Edition). Melbourne: Eruditions Publishing.
Web: Source
Applied Suicide Intervention Skills Training (ASIST) is a two-day interactive workshop in suicide first aid. ASIST teaches participants to recognize when someone may have thoughts of suicide and work with them to create a plan that will support their immediate safety. Although ASIST is widely used by healthcare providers, participants don’t need any formal training to attend the workshop—anyone 16 or older can learn and use the ASIST model.
Since its development in 1983, ASIST has received regular updates to reflect improvements in knowledge and practice, and over 1,000,000 people have taken the workshop. Studies show that the ASIST method helps reduce suicidal feelings in those at risk and is a cost-effective way to help address the problem of suicide.
Learning goals and objectives
Over the course of their two-day workshop, ASIST participants learn to:
Workshop features:
Suicide is a Wicked Problem
Suicide is a wicked problem because it kills and injures millions of people each year, it is a complex behavior with many contributing factors, and it can be difficult to prevent. 1.1 One million people die by suicide each year An estimated one million people died by suicide in 2000; over 100,000 of those who died were adolescents (World Health Organization, 2009). If current trends continue, over 1.5 million people are expected to die by suicide in the year 2020 (Bertolote & Fleischmann, 2002). The world wide suicide rate is estimated to be 16 deaths per 100,000 people per year (World Health Organization, 2009).
For every person who dies by suicide, many more make an attempt
The ratio of suicide attempts to deaths can vary depending upon age. For adolescents, there can be as many as 200 attempts for every suicide death, but for seniors there may be as few as 4 attempts for every suicide death (Berman, Jobes, & Silverman, 2006; Goldsmith, Pellmar, Kleinman, & Bunney, 2002). A recent household survey conducted in the United States estimated that 8.3 million adults had serious thoughts about suicide in the past year, that 2.3 million had made a suicide plan, and 1.1 million had attempted suicide (Substance Abuse and Mental Health Services Administration Office of Applied Studies, 2009). A survey of Australian adults conducted by the World Health Organization found that 4.2% of respondents had attempted suicide at least once during their lifetime (De Leo, Cerin, Spathonis, & Burgis, 2005).
The devastation of suicide affects many
Suicide is devastating. Not only for those who suffer, are injured, and die from it, but also for their family, friends, and others. The total devastation of suicide is perhaps best summarized by a quote from Kay Redfield Jamison:
Suicide is a particularly awful way to die: the mental suffering leading up to it is usually prolonged, intense, and unpalliated. There is no morphine equivalent to ease the acute pain, and death not uncommonly is violent and grisly. The suffering of the suicidal is private and inexpressible, leaving family members, friends, and colleagues to deal with an almost unfathomable kind of loss, as well as guilt. Suicide carries in its aftermath a level of confusion and devastation that is, for the most part, beyond description (Jamison, 1999, p. 24).
The National Dissemination Center for Children with Disabilities (NICHCY) explains that hearing loss falls into four subcategories: conductive, sensorineural, mixed and central. These identify the location in the body in which the hearing impairment occurs. Hearing aids and other sound amplifying assistive technologies (AT) often work for students with conductive hearing loss, as their impairments stem from the outer or middle ear. Such does not hold true with sensorineural, mixed and central hearing losses, as these impairments stem from the inner ear, the central nervous system or a combination of the two. Typically, hearing loss is categorized as slight, mild, moderate, severe or profound, depending on how well an individual can hear the frequencies that are commonly associated with speech.
Educational Challenges
Educational obstacles related to hearing impairments stem around communication. A student with a hearing impairment may experience difficulty in:
- the subjects of grammar, spelling and vocabulary
- taking notes while listening to lectures
- participating in classroom discussions
- watching educational videos
- presenting oral reports
Underscoring the difficulty that students with hearing impairments may have in presenting oral reports are the potential language development problems linked to hearing impairments. Arizona’s Department of Education’s Parent Information Network notes that, “Since children with hearing impairments are unable to receive some sounds accurately, they often cannot articulate words clearly.”
Accessibility Considerations Worksheet For Students with Hearing Loss
Causes of Hearing Loss in Children
Students with Hearing Impairment in the School Setting ASHA Practice Policy documents
Epilepsy is a common disorder of the brain that causes recurring seizures. Epilepsy affects people of all ages, but children and older adults are more likely to have epilepsy. Seizures are the main sign of epilepsy and most people can control this with treatment. Some seizures can look like staring spells while other seizures can cause a person to collapse, stiffen or shake, and become unaware of what’s going on around them. Many times the cause is unknown.
About 0.6% of children ages 0-17 years have epilepsy in the United States. 2 That is about 460,000 children in 2013.1 Picture a school with 1,000 students—that means about 6 students would have epilepsy. For many children, epilepsy is easily controlled with medication and they can do what all the other kids can do, and perform as well academically. For others, it can be more challenging.
Compared with students with other health concerns, a CDC study shows that students aged 6–17 years with epilepsy were more likely to miss 11 or more days of school in the past year. Also, students with epilepsy were more likely to have difficulties in school, use special education services, and have activity limitations such as less participation in sports or clubs compared with students with other medical conditions. CDC also found that a larger percentage of children with epilepsy than those without the disorder lived in very low income households (below 200% of the federal poverty level). This suggests other unmet needs for families of children with epilepsy.
| Generalized Seizures (Produced by the entire brain) |
Symptoms |
| 1. “Grand Mal” or Generalized tonic-clonic | Unconsciousness, convulsions, muscle rigidity |
| 2. Absence | Brief loss of consciousness |
| 3. Myoclonic | Sporadic (isolated), jerking movements |
| 4. Clonic | Repetitive, jerking movements |
| 5. Tonic | Muscle stiffness, rigidity |
| 6. Atonic | Loss of muscle tone |
MANAGING CHILDREN WITH EPILEPSY SCHOOL NURSE GUIDE
SEIZURE ACTION PLAN FOR SCHOOL (Fill in PDF form)
Seizure Action Plan with Emergency Seizure Care Instructions
MODEL SECTION 504 PLAN FOR A STUDENT WITH EPILEPSY (Sample)
For professionals
Epilepsy Foundation – Managing Students with Seizures for School Nurses
Epilepsy Foundation – Seizure Training for School Personnel
Epilepsy Foundation – Seizure Training for Child Care Personnel
For Students and Families
CDC – You Are Not Alone Parent Toolkit
Epilepsy Foundation – Take Charge of the Storm for middle school students
Epilepsy Foundation – Take Charge of the Facts for high school students
Developmental Assets help children grow into caring, engaged, and responsible adults. Developmental Assets include the internal character strengths and commitments young people need as well as the external supports and opportunities they need from their families, schools, organizations, and communities.
Search Institute introduced the framework in 1990 and, since then, has studied developmental assets in more that 5 million youth across North America and around the world. The approach focuses on young people’s strengths and working across the many parts of their lives to support their growth and successful development. Hundreds of schools, coalitions, and other organizations have used the developmental assets as a guiding framework for their youth development efforts. Source
Questions
WHAT IS IT?
Asset Building, Resiliency and Youth Development and are philosophies and strategies for creating youth-centered environments that prioritize the positive development of young people.WHY USE IT?
Research and practitioner experience has proven that a positive school day and after school environment that intentionally develops youth’s assets and adopts a youth development approach can provide the experiences and skills that youth need to develop into healthy adults.WHEN TO USE IT?
Utilizing an asset building, resiliency and youth development based approach is effective in planning and facilitating all aspects of school day and after school programs. The approach can be used:
As the foundation of your school’s philosophy to establish emotionally, physically safe and engaging learning environments; As a framework for creating engaging classroom, program structures and activities that offer meaningful participation, build skills and expose youth to new opportunities and resources; As an approach for increasing youth involvement and youth buy in to lesson and activity components; As a professional development component or part of a job orientation for all staff.
HOW IT IS USED:
Below are three philosophies of asset building, resiliency and youth development that are often referred to by school sites, local city agencies and community based organizations.
SFUSD- School Health Programs Department encourages the following Asset Building, Resiliency and Youth Development core principles for working with young people as measured by the California Healthy Kids Survey (CHKS):Young people have the capacity to develop and transform as they move toward adulthood.
Young people are genetically intended to develop and are actively seeking to meet their own needs.
All young people need the same types of positive resources:
-Caring, Respectful Relationships
-High, Clear and Fair Expectations
-Meaningful Opportunities to Participate and Contribute
All young people need adults in their lives.
First, the kids take a pretest called the DAP (Link). The school gets the results to help direct efforts to support students at their school based on the needs represented by the child responses. The school chooses activities to carry out throughout the year to intervene with the needs. Finally, a posttest of the DAP is given to measure the growth of the schools’ efforts to address the needs identified in the pretest DAP.
DAP QUICK REFERENCE
Length: 58 questions
Average Completion Rate:10 minutes
(Add at least 10 minutes for general instructions and collection.)Youth: 4-12 grade; ages 9-18
Minimum youth needed for report: 30
Minimum time between Pre and Post: 3 months
Need a Copy of the 40 Developmental Assets?
These documents are provided, compliments of the Search Institute. Click on the links to download PDF copies of 40 Developmental Assets lists for different developmental stages and in different languages.
These pages may be reproduced for educational, noncommercial uses only. Copyright © 1997, 2006 by Search Institute, 615 First Avenue N.E.,Suite 125, Minneapolis, MN 55413; 800-888-7828; search-institute.org. All Rights Reserved.
The following are registered trademarks of Search Institute: Search Institute®, Developmental Assets® and Healthy Communities • Healthy Youth®.
Assets for Different Developmental Stages
- 40 Developmental Assets for Adolescents – what we term the “original” research
- 40 Developmental Assets for Early Childhood (ages 3-5)
- 40 Developmental Assets for Kindergarten Through Third Grade (ages 5-9)
- 40 Developmental Assets for Middle Childhood (ages 8-12)
Assets in Alternate Languages
Please note, these asset lists were compiled by Healthy Communities, Healthy Youth sites across the United States. They represent volunteer efforts. Assets lists in alternate stages for different developmental levels are not available for every language.
- 40 Developmental Assets in Spanish – Adolescent Version (ages 12-18)
- 40 Developmental Assets in Spanish – Kindergarten – Third Grade Version (ages 5-9)
- 40 Developmental Assets in Spanish – Early Childhood Version (ages 3-5)
- 40 Developmental Assets in Spanish – Middle Childhood Version (ages 8-12)
- 40 Developmental Assets in Khmer
- 40 Developmental Assets in Somali
- 40 Developmental Assets in Hmong
- 40 Developmental Assets in Chinese
Would you like to learn more about the Search Institute and their work with the 40 Developmental Assets? Click here to check out their website!
WHAT IS AN INCLUSIVE PLAYGROUND?
An inclusive playground addresses the needs of all people including those who have autism, intellectual disabilities, hearing impairments, cerebral palsy, spina bifida and other disabilities. It also addresses the needs of typical children. An inclusive playground accommodates everyone and challenges them at their own developmental level. Source
Playgrounds For Everyone A community-edited guide to accessible playgrounds.
(courtesy of AAA State of Play in the article “How-To Accommodate Special Needs Children on the Playground”)
Follow these links to learn more about accommodating special-needs children on the playground:
Child Sexual Abuse: YOU CAN PREVENT, RECOGNIZE AND REACT
Straight Talk About Child Sexual Abuse: A Prevention Guide for Parents
Spanish Resources
Abuso Sexual de Niños: UD. PUEDE PREVENIRLO, RECONOCERLO Y REACCIONAR
Hablando Claro Acerca Del Abuso Sexual Infantil: Una Guía Preventiva Para Los Padres
Adult education is key to preventing child sexual abuse.
1 out of 10 children will be sexually abused before they turn 18. Chances are, someone you know has been impacted. Research shows that people who are sexually violated as children are far more likely to experience psychological problems often lasting into adulthood, including post-traumatic stress syndrome, depression, suicide, substance abuse, teen pregnancy, school dropout and relationship problems. (Source)
5 STEPS TO PROTECTING OUR CHILDREN (PDF One Sheet)
Child Sexual Abuse Prevention FACTS:
Resources for recognizing sexual abuse:
Talking to Children About Sexual Abuse Great sections on ages 4-8, 9-13, and 14-18. Explicitly lays out “What to do?” What to Say?”
By: Sean Brotherson, Ph.D., Family Science Specialist, NDSU Extension Service
10 WAYS TO TEACH YOUR CHILD BODY SAFETY: PREVENTING SEXUAL ABUSE
TALKING TO YOUR CHILD ABOUT MOLESTATION
How To Talk About Sexual Abuse Safety Webpage with more information
7 Kidpower Strategies for Keeping Your Child Safe – Video Series
Four Strategies for Protecting Kids from Sexual Predators
Touch in Healthy Relationships
Stewards of Children Prevention Toolkit
LISTEN TO THE PARENTING TODAY RADIO SHOW: PREVENTING CHILD SEXUAL ABUSE
It’s My Body
by Lory Freeman (Parenting Press, 1984)
Keeping Kids Safe: A Child Sexual Abuse Prevention Manual
by Pnina Tobin, Sue Levinson Kessner (Hunter House Publishers; 2nd edition, 2002)
The Most Important Rule of All
by Pam Church
(Prevention And Motivation Programs, Inc., 1997) This book is a read-aloud storybook about child sexual abuse and protection skills for use with children ages 4-8 years.
Order here
My Body is Private
by Linda Walvoord Girard and Rodney Pate (Albert Whitman & Co., 1992)
The Right Touch: A Read-Aloud Book to Help Prevent Child Sexual Abuse
by Sandy Kleven (Illumination Arts Publishing, 1998)
Telling Isn’t Tattling
by Kathryn Hammerseng (Parenting Press, 1996)
Those are MY Private Parts
by Diane Hansen (Empowerment Productions, 2005)
Parents and care-givers can use this read-aloud rhyme as a tool to teach children sexual abuse prevention and empower their young children to say NO. Appropriate for ages 4-8.
Your Body Belongs To You
by Cornelia Spelman (Albert Whitman & Co., 2000)
When I Was Little Like You
by Jane Porett (CWLA Press, 2000)
RAINN-The National Sexual Assault Online Hotline
Childhood Cancer and School – Fact Sheet
Educational Issues Following Treatment for Childhood Cancer
Collaborating With Physicians: A Guide for School Leaders (NASP)
Helping Schools Cope With Childhood Cancer Current Facts and Creative Solutions
Tips for Teachers: Helping the Child with Cancer
• If possible, visit or call the child in the hospital or at home. Let them know you are thinking of them.
• Children will benefit from talking with teachers, parents, or hospital personnel in preparation for the return to school. They will cope far better knowing what to expect, and how to respond. They also need a chance to express their worries and concerns and to know how these will be addressed.
• Be alert to rumours on the school yard and attempt to dispel them as soon as possible. It may be helpful to have a standard response to inquiries, with approval from the family (e.g., “He’s getting excellent care and we are hopeful he will get well.”).
• Work with families and hospital staff to develop an educational program that will meet the child’s needs. Let the child know that you will help them continue with their education and stay connected with their friends.
• When the child returns to school designate a person who the child knows well as a “go to” person. This individual can check in with the child regularly, and be available if the student needs to let someone know they are physically or emotionally uncomfortable.
• Most children who attend school report that they just want to be treated like everyone else. As hard as it may be, try not to be overprotective. Normalize the child’s school experience as much as possible, while adjusting expectations when needed.
• When the child cannot attend for longer periods of time, establish regular contact with the parents or a liaison from the treatment centre. Plan ways that classmates can maintain regular contact with the child.
• Encourage a supportive classroom environment
When You First Learn a Child in Your School Has Been Diagnosed with Cancer
Supporting a Child During Treatment
Supporting a Child’s Return to School
The LIVESTRONG at School program uses national standards-based lessons to teach your students about the realities of cancer. While it is a difficult subject to talk about with kids, it is important for students to understand what cancer is and how it can be treated. In addition, this program informs your students about ways that they can make a difference and help those with cancer. The downloadable lessons and printable worksheets below make it easy for you to share this valuable information with your class. Questions and Answers about Cancer
LIVESTRONG at School, Grades K-2
LIVESTRONG at School, Grades 3-6
LIVESTRONG at School, Grades 7-8
LIVESTRONG at School, Grades 9-12
Wow Statistics!
Problem behavior in non-classroom settings (hallways, cafeteria, playground, common areas) accounts for 50% of all problem behavior in schools. Colvin, Sugai, Good, & Lee (1997)
A study of four-year-old girls and boys revealed that attention to classroom tasks was greater following sustained outdoor play periods.
Holmes, R. M., Pellegrini, A. D., & Schmidt, S. L. (2006).The results of one two-year study found that providing a safe play space (with
attendants to ensure safety) for inner-city schoolchildren resulted in 84% more
physically active children compared to children in a comparable neighborhood.
Parley, T. A., Meriwether, R. A., Baker, E. T., Watkins, L. T., Johnson, C. C., &
Webber, L. S. (2007).A play program for 10- and 11-year old students consisting of a weekly two-hour, adult-guided session yielded significant increases in the students’ verbal creativity and graphic–figural creativity.
Garaigordobil, M. (2006).
Structuring playground or area-specific interventions should center around the development of pro-social skills not just reducing challenging behavior. Lewis, Powers, Kelk, & Newcomer (2002)
A Comprehensive Guide to Effective Recess Implementation
Playground- Make recess a time of joy and learning
MAXIMIZING RECESS PHYSICAL ACTIVITY Written by: Aaron Beighle, Ph.D.
Teaching Transition Techniques for Promoting Success Between Lessons (Includes going and returning from recess)
Free Recess Related Webinars from Peaceful Playgrounds
Play and Recess -Prepared by – Jeffrey L. Charvat, PhD
A Recess Before Lunch Policy Implementation Guide
Playworks Lesson Plans 390 pages!
Zone Resources
Fit & Fun Playscapes games stencils
SCHOOL RECESS PARTNERS
Whole School Lesson Plan on Recess Respect Lesson Plan
Good Example of expectations in different areas of the school
Power Point
Success at Recess and Other Unstructured Times
RECESS PLANNING IN SCHOOLS A Guide to Putting Strategies for Recess into Practice – January 2017 CDC
Supervision Self-Assessment (PDF)
Social Story (Source)
RECESS
After lunch we go to recess.
Sometimes recess is on the playground.
A lot of the children play on the playground equipment.
It is fun to play on the playground equipment.
Everyone should play safely.
When the whistle blows that means it is time to line up and go inside.
I will try to line up as soon as the whistle blows.
This will make my teachers happy.
After I line up I will try to stay in line.
Everyone will be proud of me!
Building Momentum in Schools 