“Kids saw adults empathizing with their desire to play”

In our previous playground environment, playground staff had each class start recess by sitting in line and listening to rules. They did not realize how frustrating this was for the kids, who had a strong desire to run and play from the get-go. Playworks helped staff set clear expectations early in the year and then create fun, consistent transitions to and from the playground. When kids saw adults empathizing with their desire to play and respecting their time, they became more willing to make class time a space where serious learning could occur.

During recess, all students have a voice and all students want to play, whether or not they speak up in class. They demonstrate social and emotional development by how they play together . . . or don’t. Kids are playing more inclusive games, listening to each other, and solving conflicts quickly so the group as a whole can get back to playing.