Analysis of the Company of Adults and the Interactions during School Recess: The COVID-19 Effect at Primary Schools
Abstract
:1. Introduction
2. Quality Educational Recesses
- Satisfactory and safe spaces and time,
- Development of positive behaviors of and between students,
- Participation of capacitated adults,
- Promoting healthy physical activity helps with the disconnection and the relaxation needed from academic activity.
- Make leadership decisions that promote recess plans which have in mind the spaces, the transition guidelines, the climate conditions, and the proper training of the adults who supervise them.
- Communicate, share, and make students comply with the behavior and safety guidelines at schools. Conflict resolution and behavior management strategies must be taught.
- Create favorable environments for the performance of physical activity, with adequate spaces and equipment. The replacement of physical education classes with recess, using it to adjust the school hours of this subject should be forbidden. Likewise, no student should be excluded from recess as a disciplinary element or utilize physical activity during recess as a punishment. Recess is essential for all students, and none of them should be denied from the benefits it provides, as previously mentioned.
- Involving the education community in the planning and development of recess. It would be interesting to involve the students in the planning of the recesses and to mobilize the parents or other members of the school community to provide support during recess.
- Collect data on the effect of recess on the students: their emotional well-being, academic performance, reduction of conflicts, etc.
- Recesses should be designed within the framework of the pedagogic project at the education center, having in mind the development needs of the students. The development of the curriculum has a place in recess, and it could become an opportunity to face the challenges of the 21st century.
3. The Figure of the Adult at School Recesses: The Need for Training
4. The Effect of COVID-19 on School Recess
5. Materials and Methods
5.1. Objectives
5.2. Procedure
- Dimension 1: Safety: structure and resources—5 items.
- Dimension 2: Transitions at recess—4 items.
- Dimension 3: Commitment of the student and adult (supervision of the adult)—9 items.
- Dimension 4: Pro-social and antisocial behaviors—4 items.
- Dimension 5: Student empowerment—2 items.
- Dimension 3: Commitment of the student and adult (supervision of the adult) (items 21, 22, 23).
- Dimension 4: Pro-social and antisocial behaviors (items 15, 16, 17 and 18).
- Dimension 5: Student empowerment (items 19 and 20).
5.3. Sample: Recruitment
- 6 high complexity public schools, which serviced socio-economically vulnerable populations, and which did not have satisfactory results in basic competency tests.
- 6 normal public schools, which serviced a population that could be classified within a medium or medium-high range from the socio-economic point of view, and which obtained satisfactory or very satisfactory scores in the basic competency tests.
- 6 concerted schools (public-private agreement), with characteristics similar to normal schools, and which only differed in the type of center ownership.
- 5 RAS schools (Rural Area School), incomplete rural schools which serviced a rural population with a medium socio-economic level, and with satisfactory or very satisfactory scores in the basic competency tests.
5.4. Data Analysis
6. Results
6.1. Recesses before the Pandemic
- Highly significant differences were found (p < 0.01) with a large effect (40.2%), so that the mean value was higher in the highly complex schools and lower in the rest, but especially in normal schools. It is in these complex schools where all or almost all of the class/recess/class transitions were performed in an organized and fluid manner, especially in the mid-morning recesses. In the normal schools, in which the levels of conflict were supposedly lower, none or almost none of the transitions were performed in an organized and fluid manner.
- This was especially evidenced in the first two observations from item 15 (transitions class/recess), where high significant values were observed (p < 0.001 and p < 0.01), with large effects (61.3% and 43.9%). This was explained by the especially low values found in normal schools, where it was confirmed that little or no transitions were performed in an organized and fluid manner.
- A high significance was also found (p < 0.01) in items 6 and 24, with very high effects (66.3% and 51.9%), which were due to the highly complex schools having higher values. It was also in these high complexity schools where the adults were on time to their supervision times, and there were no periods in time in which the students were not accompanied by an adult. In this case, the concerted school had the lowest values, pointing out that the adults were not usually on time, and the surveillance was compromised by the increase in the student/teacher ratio.
6.2. Recesses during the Pandemic
- The transitions were much more organized at every type of school analyzed. New roles were given to the professors, such as the use of water-alcohol gels, washing of hands, ensuring the distance of safety, and respecting the stable groups. New adult figures appeared, aside from schoolteachers, such as educators, support personnel (concierge, administrative personnel), which helped reduce the ratio during recess. With respect to the new functions of adults, the schoolteachers considered that these functions corresponded to their supervisor role during recess, although they highlighted the support from other figures:
“These tasks should be performed by the tutors, although we need support personnel, as the new protection habits against COVID-19 require more hands and time.”(CEPO_E8 1: 3 (12:12)
“I think the tasks we are doing correspond to the schoolteachers, as they revolve around the surveillance of the children, the solution to possible conflicts that could arise, and presently, on the surveillance of the compliance with using the masks correctly, and that stable groups should be mixed with others.”(CEPO_E10 30:34 (20:20)
- The recesses were organized in defined spaces for each stable group, avoiding interactions with other groups. The transitions were also conducted according to itineraries and schedules defined for each stable group. This greater organization and control had an effect on the actions of the adults, who ensured that their function was basically to supervise and not accompany the students, or invigoration of recess:
“With the pandemic situation, the professors are the ones who can directly control these situations, as they are part of the stable group. Their tasks help guarantee the safety of everyone. On the other hand, the time spent in the playground is also considered as a education moment.”(CEPO_E5 8:12 (5:5)
- The conflict situations between students were reduced. The intervention of the adult was exclusively to remind the students about the use of the mask, on numbered occasions during recess, but never during the transitions. The students were strongly aware about their individual responsibility during the pandemic:
“They are well aware about the stable groups and respecting the limits marked. However, at the beginning of the course, it was difficult, as they wanted to be with children from other groups. The most difficult aspect was for them to be responsible with the correct use of the mask (especially in the playground), as many students use it incorrectly.”(CEPO_E17 54:28 (17:17)
- All the students were empowered, responsibly complying with the new health safety guidelines:
“The students have demonstrated to be very responsible, and have adapted to the new normality without complaining and accepting the safety measures at recess and within the stable class group. A very good lesson from the children.”(CEC_E1 28:31 (5:5)
- At every type of school, changes were made on the routines during the transitions and the recesses, but in highly complex centers, many of these routines had been already defined, for example the differentiation of the spaces in the playground for the different classes. It should be highlighted that at the rural schools (RAS), the schoolteachers believed that the new actions or norms were not too different from what they had done in the past, having in mind that there was more flexibility in the organization of the stable groups:
“What we have done in the RAS is to supervise the students while they play, as we have always done. There was no problem with the mixing of stable groups, and therefore, we were calm about this aspect.”(CEPZ_E3 40:43 (3:3)
- There was a scarcity or lack of training for the adults to perform this task during recess. Neither the schoolteachers nor the supervisors had received specific training to become involved at recess, aside from strict supervision. Likewise, during the pandemic, the schoolteachers had to make their resilience effective, without specific training to tend to the new contingency. In the interview, some schoolteachers manifested that they were not prepared and did not receive support in the beginning:
“At the start it was hard, we didn’t have protection equipment, we have to do everything. The specialists professors became support staff. The truth is we did many tasks that did not correspond to a teacher, but all for the good of the children.”(CEPZ_E5 41:23 (4: 3)
7. Discussion
8. Conclusions
Author Contributions
Funding
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
- Romera, E.; Ortega, R.; Monks, C. Impacto de la actividad lúdica en el desarrollo de la competencia social. Int. J. Psychol. Psychol. Ther. 2008, 2, 193–202. [Google Scholar]
- Aguilera, E. ¡Recreo!... ¡Vamos a Jugar! Espacios y Juegos: Una Responsabilidad Compartida. Available online: https://www.scielo.sa.cr/scieloOrg/php/reflinks.php?refpid=S1409-4258201300010000500001&pid=S1409-42582013000100005&lng=es (accessed on 19 July 2021).
- Murray, R.; Ramstetter, C. The crucialrole of recess in school. Pediatrics 2012, 131, 183–188. [Google Scholar] [CrossRef][Green Version]
- Martínez, J.; Aznar, S.; Contreras, O. El recreo escolar como oportunidad de espacio ytiempo saludable. Rev. Int. Med. Cienc. Act. Física Deporte 2015, 15, 419–432. [Google Scholar]
- Massey, W.V.; Stellino, M.B.; Mullen, S.P.; Claassen, J.; Wilkinson, M. Development of the great recess framework—Observational tool to measure contextual and behavioral components of elementary school recess. BMC Public Health 2018, 18, 394. [Google Scholar] [CrossRef] [PubMed][Green Version]
- Murray, R.; Ramstetter, C. El papel crucial del recreo en la escuela. Pediatría 2012, 80, 517–519. [Google Scholar]
- Grant, S.; Hamilton, L.; Wrabel, S.; Gomez, C.; Whitaker, A.; Leschitz, J.; Unlu, F.; Chavez-Herrerias, E.; Baker, G.; Barrett, M.; et al. Social and Emotional Learning Interventions Under the Every Student Succeeds Act: Evidence Review; RAND Corporation: Santa Monica, CA, USA, 2017. [Google Scholar]
- Chaves, A.L. Una mirada a los recreos escolares. El sentir y pensar de los niños y niñas. Rev. Electrónica Educ. 2013, 17, 67–87. [Google Scholar] [CrossRef]
- Massey, W.; Stellino, M.; Claassen, J.; Dykstra, S.; Henning, A. Evidence-based Strategies for Socially, Emotionally and Physically Beneficial School Recess. J. Phys. Educ. Recreat. Danc. 2018, 89, 48–52. [Google Scholar] [CrossRef]
- del Arco, I.; Flores, Ò.; Guitard, M.L.; Saltó, E.; Ramos-Pla, A.; Massey, W.; Llebaria, X.; Silva, P.; Jover, A.; Barcenilla, F.; et al. En las organizaciones saludables y sostenibles. El empoderamiento individual como nuevo paradigma en la gestión del conocimiento. In La nueva Gestión del Conocimiento, 1st ed.; Gairín, J., Suárez, C.I., Díaz-Vicario, A., Eds.; Wolters Kluwer: Madrid, Spain, 2020; pp. 473–519. [Google Scholar]
- Ramos-Pla, A.; Massey, W. Escuelas como organizaciones saludables: Estudio sobre los recesos en la escuela. In La Nueva Gestión del Conocimiento, 1st ed.; Gairín, J., Suárez, C.I., Díaz-Vicario, A., Eds.; Wolters Kluwer: Madrid, Spain, 2020; pp. 491–497. [Google Scholar]
- del Arco, I.; Ramos-Pla, A. Per què cal repensar el temps de pati a les escoles? Fòrum. Rev. D’organització Gestió Educ. 2020, 52, 5–10. [Google Scholar]
- Generalitat de Catalunya. Mesures Extraordinàries de Salut per Evitar els Brots de la COVID-19 a les Escoles. Available online: http://educacio.gencat.cat/web/.content/home/actualitat/escolasegura/actualitat/curs-2020-2021/carta-families.pdf (accessed on 15 June 2021).
- Generalitat de Catalunya. Altres Recomanacions i Procediment D’actuació. Available online: http://educacio.gencat.cat/web/.content/home/actualitat/escolasegura/actualitat/curs-2020-2021/annex-mesures-estraordinaries.pdf (accessed on 16 June 2021).
- Ehlers, D.K.; Huberty, J.L.; Beseler, C.L. Changes in community readiness among key school stakeholders after Ready for Recess. Health Educ. Res. 2013, 28, 943–953. [Google Scholar] [CrossRef][Green Version]
- Centers for Disease Control and Prevention and SHAPE America; Society of Health and Physical Educators. Strategies for Recess in Schools; U.S. Dept. of Health and Human Services: Atlanta, GA, USA, 2017.
- Marín, I. Los patios escolares: Espacios de oportunidades educativas. Rayuela Rev. Iberoam. Sobre Niñez Juv. En Lucha Por Sus Derechos 2013, 4, 88–94. [Google Scholar]
- Ritscher, P. El Jardín de los Secretos: Organizar y Vivir los Espacios Exteriores en las Escuelas; Ediciones Octaedro: Barcelona, Spain, 2006. [Google Scholar]
- Artavia-Granados, J.M. El papel de supervisión del personal docente durante el desarrollo del recreo escolar. Rev. Educ. 2014, 38, 19–36. [Google Scholar] [CrossRef][Green Version]
- Pereira, O.; Neto, C.; Smith, P.; Angulo, J.C. Reinventar los espacios de recreo para prevenirla violencia escolar. Cult. Educ. 2002, 14, 297–312. [Google Scholar] [CrossRef]
- Centers for Disease Control and SHAPE America. Recess. Available online: https://www.cdc.gov/healthyschools/physicalactivity/recess.htm (accessed on 6 June 2021).
- Leff, S.S.; Costugan, T.E.; Power, T.J. Using participatory-action research to develop a playground-based prevention program. J. Sch. Psychol. 2004, 42, 3–21. [Google Scholar] [CrossRef]
- Huberty, J.L.; Siahpush, M.; Beighle, A.; Fuhrmeister, E.; Silva, P.; Welk, G. Ready for recess: A pilot study to increase physical activity in elementary school children. J. Sch. Health 2011, 81, 251–257. [Google Scholar] [CrossRef] [PubMed]
- Ehlers, D.K.; Huberty, J.K.; Beseler, C.L. Is school community readiness related to physical activity before and after the Ready for Recess intervention? Health Educ. Res. 2013, 28, 192–204. [Google Scholar] [CrossRef][Green Version]
- Clavenger, K.A.; Pfeiffer, K.A. Recess Should NOT Be Cut: Considerations for COVID-19 School Reopening Plans. Transl. J. Am. Coll. Sports Med. 2020, 5, 1–5. [Google Scholar] [CrossRef]
- Global Recess Alliance. School reopening? Make Sure Children Have Daily Time for Recess. Available online: https://globalrecessalliance.org/recess-statement/ (accessed on 23 June 2021).
- London, R.A. When schools reopen, don’t neglect recess. Phi Delta Kappan 2020, 102, 26–27. [Google Scholar] [CrossRef]
- Meyerhoff, M.K. Perspectives on parenting: Having fun and learning. Pediatrics Parents 2001, 19, 8–9. [Google Scholar]
- Marín, I.; Molins, C.; Martínez, M.; Hierro, E.; Aragay, X. Els patis de les escoles: Espais d’oportunitats educatives; IPA España: Barcelona, Spain, 2010. [Google Scholar]
- Castillo-Rodríguez, G.; Córdoba, C.C.P.; Gil-Madrona, P. Dinamización del recreo como resolución de conflictos y participación en actividades físico-deportivas. Rev. Electrónica Educ. 2018, 22, 237–258. [Google Scholar] [CrossRef]
- Follett, M. El Recreo: Una Parte Clave de la Jornada Escolar. Available online: https://aprendiendoalairelibre.com/wp-content/uploads/sites/19/2017/07/El-Recreo-como-Parte-Clave-de-la-de-la-Jornada-Escolar-A5.pdf (accessed on 24 August 2021).
- Mayfield, C.A.; Child, S.; Weaver, R.G.; Zarrett, N.; Beets, M.W.; Moore, J.B. Effectiiness of a playground intervention for antisocial, proscoial, and physical activity behaviors. J. Sch. Health 2017, 87, 338–345. [Google Scholar] [CrossRef] [PubMed]
- Massey, W.V.; Stellino, M.B.; Wilkison, M.; Whitley, M.A. The impact of a recess-based leadership program on urban elementary school students. J. Appl. Sport Psychol. 2017, 30, 45–63. [Google Scholar] [CrossRef]
- Karasel Ayda, N.; Güneyli, A. “Recess” in the Eyes of Primary School Students: Cyprus Case. Sustainability 2018, 10, 355. [Google Scholar] [CrossRef][Green Version]
Meta-Categories | Categories |
---|---|
Hygiene | Disinfection of the equipment Use of the water–alcohol gel/washing of hands |
COVID-19 protocol | Stable groups Use of masks Distance and safety Spaces of the stable groups Staggered entry to the spaces Taking of temperature |
Teacher’s tasks during recess | Surveillance/supervise Resolution of conflicts Invigoration Observation |
Item | Values of Mean/Median | Friedman Test | |||
---|---|---|---|---|---|
1st Ob | 2nd Ob | 3rd Ob | Value | p-Sig | |
5: Class/recess transition | 3.04/3.00 | 2.52/3.00 | 2.48/2.00 | 13.51 ** | 0.001 |
6: Amount of adult supervision time | 2.96/3.00 | 2.74/2.00 | 2.74/3.00 | 2.38 NS | 0.321 |
7: Ratio | 2.61/3.00 | 2.30/2.00 | 2.26/2.00 | 6.00 NS | 0.093 |
24: Recess/class transition | 2.74/3.00 | 2.30/2.00 | 2.39/2.00 | 5.14 NS | 0.107 |
Item | Values of: Mean/Median | Friedman Test | |||
---|---|---|---|---|---|
1st Ob | 2nd Ob | 3rd Ob | Value | p-Sig | |
21: Intervention of the adult in conflict resolution | 2.13/2.00 | 3.13/3.00 | 2.74/3.00 | 18.20 ** | 0.000 |
22: Physical location of the adult | 2.22/2.00 | 2.39/2.00 | 2.57/2.00 | 3.50 NS | 0.267 |
23: Intervention of the adult in games | 1.43/1.00 | 1.57/1.00 | 1.39/1.00 | 0.29 NS | 0.909 |
Item | Values of: Mean/Median | Friedman Test | |||
---|---|---|---|---|---|
1st Ob. | 2nd Ob | 3rd Ob | Value | p-Sig | |
15: Physical altercations | 3.13/3.00 | 3.22/3.00 | 3.30/4.00 | 2.40 NS | 0.357 |
16: Adult intervention/physical altercations | 3.74/5.00 | 3.61/4.00 | 3.39/3.00 | 2.80 NS | 0.278 |
17: Communication altercations | 4.00/5.00 | 3.70/4.00 | 3.65/4.00 | 9.00 * | 0.011 |
18: Adult intervention/communication altercation | 3.83/5.00 | 3.83/5.00 | 3.57/3.00 | 0.08 NS | 0.961 |
Item | Values of: Mean/Median | Friedman Test | |||
---|---|---|---|---|---|
1st Ob | 2nd Ob | 3rd Ob | Value | p-Sig | |
19: Students/disagreement with norms | 3.04/3.00 | 3.09/3.00 | 3.30/4.00 | 2.91 NS | 0.261 |
20: Students/conflict resolution strategies | 3.39/4.00 | 3.22/4.00 | 3.52/4.00 | 7.09 * | 0.038 |
Variable/Item | Mean/Median According to Type of School | KW Test | Effect Size R2 | ||||
---|---|---|---|---|---|---|---|
High Complex. | Normal | Concerted | RAS | Statistic | p | ||
Total D2 | 3.34/3.28 | 2.14/2.08 | 2.52/2.56 | 2.46/2.50 | 11.98 ** | 0.007 | 0.402 |
5: Class/recess transition/1st Ob | 3.33/3.00 | 2.00/2.00 | 3.00/3.00 | 4.00/4.00 | 15.69 ** | 0.000 | 0.613 |
5 Class/recess transition/2nd Ob | 3.17/3.00 | 2.00/2.00 | 2.00/2.00 | 3.00/3.00 | 10.61 ** | 0.007 | 0.439 |
5: Class/recess transition/3rd Ob | 3.00/3.00 | 2.00/2.00 | 2.50/2.50 | 2.40/2.00 | 2.47 NS | 0.516 | 0.171 |
6: Adult supervision time | 4.00/4.00 | 2.50/2.50 | 2.28/2.17 | 2.40/2.67 | 13.24 ** | 0.001 | 0.663 |
7: Ratio | 2.94/2.83 | 2.00/2.00 | 2.89/3.00 | 1.60/1.67 | 6.67 NS | 0.075 | 0.289 |
24: Recess/class transition | 3.61/3.67 | 2.33/2.00 | 2.44/2.67 | 1.33/1.33 | 10.17 ** | 0.009 | 0.519 |
Variable | Mean/Median According to Type of School | KW Test | Effect Size R2 | ||||
---|---|---|---|---|---|---|---|
High Complex. | Normal | Concerted | RAS | Statistic | p | ||
21: Adult intervention in conflict resolution/1st Ob | 3.00/ 3.00 | 2.00/2.00 | 2.50/2.50 | 1.40/1.00 | 7.27 NS | 0.055 | 0.345 |
21: Adult intervention in conflict resolution/2nd Ob | 3.83/4.00 | 3.50/3.50 | 3.00/3.00 | 2.00/2.00 | 11.59 ** | 0.004 | 0.552 |
21: Adult intervention in conflict resolution/3rd Ob | 4.00/4.00 | 2.50/2.50 | 2.50/2.50 | 1.80/2.00 | 16.68 ** | 0.000 | 0.794 |
22: Physical location of adult | 2.94/2.83 | 2.67/2.67 | 2.11/2.33 | 1.73/1.67 | 7.12 NS | 0.059 | 0.318 |
23: Intervention of adult in games | 1.33/1.17 | 1.67/1.67 | 1.61/1.50 | 1.20/1.33 | 6.42 NS | 0.085 | 0.271 |
Variable | Mean/Median According to Type of School | KW Test | Effect Size R2 | ||||
---|---|---|---|---|---|---|---|
High Complex. | Normal | Concerted | RAS | Statistic | p | ||
Total D4 | 4.44/4.83 | 4.33/4.33 | 3.45/3.33 | 2.10/2.22 | 12.14 ** | 0.002 | 0.572 |
15: Physical altercations | 3.83/4.00 | 3.67/3.67 | 2.56/2.17 | 2.73/2.67 | 10.02 ** | 0.009 | 0.464 |
16: Adult intervention/physical altercations | 4.67/5.00 | 4.33/4.33 | 3.50/3.00 | 1.47/1.33 | 14.21 ** | 0.000 | 0.694 |
17: Communication altercations/1st Ob | 4.50/5.00 | 5.00/5.00 | 3.67/4.00 | 2.60/3.00 | 12.11 ** | 0.003 | 0.473 |
17: Communication altercations/2nd Ob | 4.50/5.00 | 4.50/4.50 | 3.50/3.50 | 2.00/2.00 | 10.79 ** | 0.007 | 0.522 |
17: Communication altercations/3rd Ob | 4.50/5.00 | 4.00/4.00 | 3.67/4.00 | 2.20/2.00 | 8.80 * | 0.024 | 0.378 |
18: Adult intervention/communication altercation | 4.67/5.00 | 4.50/4.50 | 3.83/4.00 | 1.60/1.67 | 13.45 ** | 0.001 | 0.693 |
Variable | Mean/Median according to Type of School | KW Test | Effect Size R2 | ||||
---|---|---|---|---|---|---|---|
High Complex. | Normal | Concerted | RAS | Statistic | p | ||
Total D5 | 4.67/4.67 | 3.13/3.13 | 2.14/1.79 | 3.35/2.58 | 15.10 ** | 0.000 | 0.493 |
19: Students/Disagreement with norms | 3.67/3.67 | 3.50/3.50 | 2.22/1.67 | 3.20/3.33 | 4.86 NS | 0.184 | 0.376 |
20: Students/conflict resolution strategies/1st Ob | 5.00/5.00 | 3.50/3.50 | 2.00/1.50 | 3.00/2.00 | 10.52 ** | 0.008 | 0.441 |
20: Students/conflict resolution strategies/2nd Ob | 5.00/5.00 | 2.50/2.50 | 2.00/1.50 | 3.40/3.00 | 13.09 ** | 0.001 | 0.504 |
20: Students/conflict resolution strategies 3rd Ob | 5.00/5.00 | 3.00/3.00 | 2.33/2.50 | 3.80/3.00 | 13.44 ** | 0.001 | 0.566 |
Mega-Categories | Categories | Transitions | During Recess |
---|---|---|---|
Hygiene | Disinfection of the equipment | 2.2% | 3.9% |
Use of the water–alcohol gel/washing of hands | 18.3% | 0.2% | |
COVID-19 protocol | Stable groups | 5.6% | 1.6% |
Use of masks | 0% | 1.7% | |
Distance and safety | 3.8% | 2.2% | |
Spaces of the stable groups | 5.6% | 1.6% | |
Staggered entry to the spaces | 6.7% | 1.1% | |
Taking of temperature | 13.9% | 0% | |
Teacher tasks during recess | Surveillance/supervise | 9.4% | 14.3% |
Resolution of conflicts | 0% | 1.7% | |
Invigoration/participated in games | 0% | 0% |
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. |
© 2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
del Arco, I.; Ramos-Pla, A.; Flores, Ò. Analysis of the Company of Adults and the Interactions during School Recess: The COVID-19 Effect at Primary Schools. Sustainability 2021, 13, 10166. https://doi.org/10.3390/su131810166
del Arco I, Ramos-Pla A, Flores Ò. Analysis of the Company of Adults and the Interactions during School Recess: The COVID-19 Effect at Primary Schools. Sustainability. 2021; 13(18):10166. https://doi.org/10.3390/su131810166
Chicago/Turabian Styledel Arco, Isabel, Anabel Ramos-Pla, and Òscar Flores. 2021. "Analysis of the Company of Adults and the Interactions during School Recess: The COVID-19 Effect at Primary Schools" Sustainability 13, no. 18: 10166. https://doi.org/10.3390/su131810166