Children and Play

Teachers are under increasing pressure by both parents and school administrators. Parents demand that their children demonstrate higher academic ability at earlier ages, and look to teachers to structure classroom activities that support this goal. School administrators likewise apply pressure for higher academic output because achievement scores are tied to an institution's prestige: "Further, educational policies may be created in which shorter lunch periods, recess, and free-play activities are alloted" (Newman, Brody, and Beauchamp 63). Responding to this pressure, teachers may sometimes deemphasize the role of play in favor of a more structured curriculum.

The study conducted by Newman, Brody, and Beauchamp sought to determine the amount of time alloted to play activities, the type of play activities allowed, and the attitudes of teachers toward play. This information was gathered via a questionnaire sent to elementary school teachers in one county in upstate New York. The grade levels taught ranged from first to sixth grade. A total of 286 teachers from 31 schools participated in the survey. The school

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Approximate Word count = 1024
Approximate Pages = 4 (250 words per page)

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