Support Positive Playtime with Traditional Lunchtime Games
Many people view the time children spend on playgrounds during their school day as wasted – but they couldn't be further from the truth. In reality, a child's social and emotional learning can be enhanced through positive playtimes. Traditional lunchtime games can be used to provide a basis for active lunchtimes, as well as providing a mechanism for children to be leaders within groups. Encouraging children to take an active role in their personal, social and health education (PSHE) is made easier by providing a variety of engaging playtime options.
Overall Impact of Playtime, Positive Indeed
Children need unrestricted periods when they can exercise their minds as well as their bodies – lunchtime can provide both of these, in addition to the opportunity to eat and socialise with peers. Increasingly, encouraging children to be active within the school day is an important part of social development in children.
With an obesity epidemic lurking around the corner and antisocial behaviour at an all-time-high, midday supervisors are consistently reporting that the use of traditional lunchtime games works wonders in providing a positive framework for playtime initiatives. Encouraging children to play together, take turns leading group activities and share in an active lunchtime promotes social and emotional learning as well as independence.
Teachers frequently report a boost to the amount of productive classroom time available following the implementation of positive playtime schemes. Many also cite a lack of engaging activities as the primary reason behind infighting and other behaviour issues in the classroom during the afternoon.
Promoting Positive Playtime
Armed with a clear understanding of the importance of positive playtime, it is important that midday supervisors be given the tools necessary to encourage children to take part. Bolstering the social and emotional learning by encouraging children to take part in age-appropriate, traditional lunchtime games is one way to ensure this happens.
Giving children some degree of control over their PSHE encourages them to become more active. From skipping rope to playing draughts, the key is to provide a variety of activities that engage children both mentally and physically – allowing them a break from book learning and an opportunity to interact with one another on a different level than the classroom provides. Positive results can be found in countless play yards around the country where school officials have instituted a positive playtime programme that encourages children to choose activities.
Many midday supervisors have reported that creating a number of play areas with designated themes helps the children are more apt to make the most of playtime. A genuine boost to a child's social and emotional learning can occur within a semi-structured play area where a number of positive playtime choices are available.
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