Abstract
The value of recess or time free of adult control is recognized world wide as being very important in child development because it represents a fundamental part of the school day1, deserving more attention than it often receives. Like the classroom, the house or the neighborhood, this is one of children’s important life spaces2. This time of recess is fundamental to children’s integration in school, where the social role of the school becomes more visible due to children’s freedom to interact with their peers and the environment. Besides the positive aspects of the school playground, this is the place where conflicts between pupils are most frequent3,4,5. Children’s victimisation disturbs adjustment to school6 and may have negative effects sooner or later on children’s relationships3,7. Thus, it is important to take preventive action, which is considered to be the best solution to the problem8.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Pellegrini, A. D., 1995, School Recess and Playground Behavior - Educational Developmental Roles, SUNY, State University of New York, Albany
Ba, H., 1991, An Urban Schoolyard as a Place for Play: Ethnographic Study of the Ecology of a Schoolyard. In Javier Urbina-Soria, Patricia Ortega-Andreane & Robert Bechtel. Healthy Environments, EDRA, 22, 354–359
Olweus, D., 1993, Bullying at School - What We Know and What We Can Do, Blackwell, Oxford UK & Cambridge, USA
Whitney, I. and Smith, P. K., 1993, A Survey of the Nature and Extent of Bullying in Junior/Middle and Secondary Schools, Educational Research, vol. 35, 1, 3–25
Pereira, B. O. 1997, PhD Thesis Estudo e Prevençäo do Bullying no Contesto Escolar - Os Recreios e as Próticas Agressivas das Crianças, Institute of Child Studies — Minho University
Kochenderfer, B. J. and Ladd, G. W., 1996, Peer Victimization: Cause or Consequence of School Maladjustment?, in Child Development, 67, 1305–1317
Sharp, S. and Smith, P. K., 1994, Understanding Bullying. In Tackling Bullying in Your School, A practical handbook for teachers, ( S. Sharp and P. Smith. eds.), Routledge. London & New York, 1–6
Strecht, P., 1997, Crescer Vazio, Repercussöes Psíquicas do Abandono, Negligéncia e Maus Tratos em Crianças e Adolescentes,Assirio & Alvim
Maines, B. and Robinson, J., 1993, The no Blame Approach to Bullying in School, Psychologie Europe, vol. 3, 1, 19–28
Olweus, D., 1995, Brimades et Brutalités entre Élèves: Donnés de Basse et Programme d’Intervention à l’École, in Perspectives, vol. XXV, 1, 145–151
Olweus, D., 1996, Les Problémes de Brimades à l’École, Perspectives, vol. 26, 2, 352–382
Fried, S. and Fried, P., 1996, Bullies Victims - Helping Your Child Through the Schoolyard Battlefield, Evans, New York
Cowie, H. and Sharp, S., 1994, How to Tackle Bullying Through the Curriculum. In Tackling Bullying in Your School, A practical handbook for teachers ( S. Sharp and P. Smith, eds.), Routledge, London & New York, 41–78
Cowie, H., 1994, Ways of Involving Children in Decision Making. In Breaktime and the School–Understanding and Changing Playground Behaviour ( P. Blatchford and S. Sharp eds.), Routledge, London, 159–171
Sharp, S., Cowie, H. and Smith, P. K., 1994, How to Respond to Bullying Behavior. In Tackling Bullying in Your School, A practical handbook for teachers, ( S. Sharp and P. Smith, eds.), Routledge, London & New York, 79–102
Embry, D. D., 1997, Does Your School Have a Peaceful Environment? Using an Audit to Create a Climate for Change and Resiliency. Intervention in School and Clinic, vol. 32, 4, 217–222
Ross, C. and Ryan, A., 1994, Changing Playground Society–A Whole-School Approach. In Breaktime and the School–Understanding and Changing Playground Behaviour, ( P. Blatchford and S. Sharp, eds.), Routledge, London, 172–184
Fell, G., 1994, You’re Only a Dinner Lady!–A Case Study of the “SALVE” Lunchtime Organiser Project. In Breaktime and the School–Understanding and Changing Playground Behaviour, (P. Blatchford and S. Sharp, eds.), Routledge, London, 134–145
Blatchford, P., Creeser, R. and Mooney, A., 1990, Playground Games and Playtime: the Children’s View. Educational Research, vol. 32, 3, 163–174
Rubin, K. H; Fein, G. G. and Vandenberg, B., 1983, Play. In Handbook of Child Psychology, vol. !V, (E. Mavis Hetherington, volume editor, P. H. Mussen, ed.) 4° ed., John Wiley & Sons, New York, 693–774
Blatchford, P. & Sharp, S. (eds.), 1994, Breaktime and the School: Understanding and Changing Playground Behaviour, London and New York: Routledge
Neto, C., 1987, PhD Thesis Motricidade e Desenvolvimento - Estudo do Comportamento de Crianças de 5–6 anos Relativo à Injluencia de Diferentes Estimulos Pedagógicos na Aquisicâo de Habilidades fundamentals de Manipulaçâo, ISEF- Technical University of Lisbon
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2001 Springer Science+Business Media New York
About this chapter
Cite this chapter
Marques, A.R., Neto, C., Pereira, B.O. (2001). Changes in school playground to reduce aggressive behaviour. In: Martinez, M. (eds) Prevention and Control of Aggression and the Impact on its Victims. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-6238-9_16
Download citation
DOI: https://doi.org/10.1007/978-1-4757-6238-9_16
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4419-3366-9
Online ISBN: 978-1-4757-6238-9
eBook Packages: Springer Book Archive