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Relations between children's playground and classroom behaviour
Article first published online: 13 MAY 2011
DOI: 10.1111/j.2044-8279.1993.tb01043.x
1993 The British Psychological Society
2044-8279/asset/cover.gif?v=1&s=5e7e0a098c3c3af20162b6fa0d2b39ec3b3f09af "British Journal of Educational Psychology")
Additional Information
How to Cite
Pellegrini, A. D. and Davis, P. D. (1993), Relations between children's playground and classroom behaviour. British Journal of Educational Psychology, 63: 88–95. doi: 10.1111/j.2044-8279.1993.tb01043.x
Publication History
- Issue published online: 13 MAY 2011
- Article first published online: 13 MAY 2011
- Manuscript received 26 October 1991
- Abstract
- Cited By
In this within-subjects design field experiment children's behaviour in the playground was charted as a function of gender and time in the classroom immediately preceding playtime. Playground behaviour was also related to post-recess classroom behaviour. Twenty-three 9-year-old children were observed for 14 weeks. Classroom behaviour (i.e., task relevant behaviour on standardised seat work immediately before and after playtime) and playground behaviour (i.e., social and non-social exercise and sedentary behaviour) were observed. Time in classroom before playtime was manipulated so that there was a shorter and a longer confinement period. Results indicated that children were less attentive to seat work as a function of time and that longer confinement resulted in more exercise for boys and more social sedentary behaviour for girls. Social behaviour at playtime and post-playtime attention to seat work were significantly related. Results are discussed in terms of Novelty Theory.