Recess – Choice Matters

Recess is only two things: A Break and A Choice

Every elementary school day needs a pause: that break from classroom learning or focused work that we call recess. Recess is not just a chance to rest; it’s an essential part of the school day for both a physical and mental reset. It provides students a break from structured learning, helps them refresh, and prepares them to return to tasks with better focus, mood, and energy. 

But recess is more than simply downtime. It’s also a child’s choice of how to use that free time — what kind of play to engage in. Some children want to run, jump, and be loud. Others want to draw, collect items, build, or just talk. A quality recess respects those differences. When students can choose the type of play to engage in, they gain autonomy, confidence, develop their social skills, and learn which activities best recharge them for learning.

What are the different options of Play?

Drawing from the National Institute for Play’s typology[1], there are several kinds of play options that can be offered during elementary school recess:

·      Movement Play: Running, jumping, climbing, tag, obstacle courses — any play that gets the body moving.

• Object Play: Playing with balls, ropes, blocks, chalk, or other objects. Using equipment, loose parts (natural elements too) to create, build, toss, balance etc.
• Imaginative / Pretend Play: Children pretend, role-play, dress up, create mini stories or make-believe scenarios.
• Social Play: Games or interactions with others — conversations, cooperation, collaboration, or even organizing games or small groups.
• Storytelling / Narrative Play: Telling or reading stories, inventing plots, maybe reading together, or co-creating stories.

It’s important to note that these options do not have to be offered at every recess.  In fact, it may create a sense of anticipation and increased participation if some activities, such as crafts or story reading, are offered on a scheduled basis.

Why Variety and Choice Matter

As adults, our role is to listen, observe, and ensure that every child’s preferences are respected.

Not only does this approach to recess make the playground more inclusive, but it also helps children build confidence and learn about themselves. By offering a variety of play options and trusting children to make their own choices, we create a recess environment where every student feels valued and engaged, helping to eliminate boredom and aimless wandering in search of something to belong to. This sets the stage for lifelong skills in decision-making, self-regulation, and cooperation—foundations that start with something as simple, yet powerful, as recess.

Choice in Recess – Cheat Sheet

Here are a few suggestions for integrating choice into recess:

• Playground Mapping: e.g. a movement zone (open field or equipment), an object zone (balls, jump ropes, chalk), a pretend-play zone (props or costumes), and a quiet social area (benches or shade). (Also, our next blog! Stay tuned)
• Rotate or schedule certain play materials or stations on different days or weeks to build in variety and anticipation.
• Teach students about different play types so they know their options and what norms or safety rules apply.
• Provide supervision, but minimal interference: allow children to negotiate their play, resolve small conflicts, and make choices, as long as safety is maintained.
• Peer-leaders can support positive role modelling, especially when introducing a new type of play.  Include simple rules that are reviewed at the beginning of each session.