In recent years, many elementary schools in the U.S. have eliminated or reduced recess, gym classes, and play periods in response to tightened school budgets and an increasing emphasis on testing. Academic psychologist Pellegrini (U. of Minnesota) examines this growing trend and offers research-based evidence favoring the inclusion of play and recess in elementary schools. Coverage includes an overview of the debate over recess, a concise history of play and recess in American schools, the school playground and children's social and cognitive development, gender segregation at recess, gender-based differences in outdoor recess preference, types of playground recess play and games, and the implications of recess theory and research findings for educational policy. For academics, teachers, administrators, and parents. Annotation ©2005 Book News, Inc., Portland, OR (booknews.com)