Magazine article Times Educational Supplement

Stop Playing around with Our Breaktimes

Magazine article Times Educational Supplement

Stop Playing around with Our Breaktimes

Article excerpt

Reducing free time may mean fewer behaviour problems but it has many negative consequences - for staff as well as students

Playtime used to be an unquestioned part of the day but not many schools still hold to the traditional timetable. Very few have morning and afternoon break beyond key stage 2, and very few allow a full hour for lunch. Free time is slowly but surely slipping away.

This is a problem for both students and teachers. "Children need to play as much as they need to eat, drink and breathe," says Jeni Hooper, child psychologist and author of What Children Need to be Happy, Confident and Successful: step by step positive psychology to help children flourish.

Adults need a break, too. We all need to refresh our minds and shake out the kinks. But morning break is often postponed now until at least two lessons are completed, sometimes three. Lunch is squeezed and squashed, and afternoon play has all but disappeared. It's happening across all sectors: primary, secondary, mainstream and special. So why are we making the school day a more frenetic, less civilised period of time for everyone concerned?

Behaviour battles

Often, the reason given is behaviour. Without the light-touch supervision of trusted teachers - the kind who take the time to sort out squabbles and listen to all points of view in their attempts to be fair - student behaviour can suffer.

It is also the case that children with special educational needs, particularly those on the autistic spectrum, can find playtime a difficult experience.

Quiet children, shy children, victims of bullying - these pupils are thought to benefit from restricted breaks. Time spent calming things down is time that you can't spend getting on with creating your lessons. And what about those lessons? Learning is a serious business and playtime is somehow cast as frivolous. We measure and we check and we test and we record and, crucially, we are judged on what happens in our classrooms. Our job is to educate children, not stand around in windswept playgrounds drinking tepid coffee. We have to get on with the job and we have to get on with it as fast as possible in these days of pace, pace, pace.

For children to make the sort of progress we need to justify our pay packets, we must control them. We need them to be focused on the serious stuff.

Nourishing needs

Every lunchtime, as I shovel down my food and rush to afternoon lessons, I wonder if we shouldn't take another look at playtime and reconsider the role of regular breaks.

There's a reason why the early years stage is play-based and it's because children learn when they play. …

Search by... Author
Show... All Results Primary Sources Peer-reviewed


An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.