is a social experience for children and as such, plays a significant part in the development of language. Children's intentionality with language during recess is tied closely to navigating the social landscape of the playground. Even as early as preschool, children use language to make group decisions and establish authority or a standing in the social setting of the playground. One researcher states that children use language to “invoke play ideas as their own possessions to manage and control the unfolding play,” which engages a bidding war for group leadership. When viewing recess through a language perspective, the individual experience of the playground can vary depending on a willingness to follow other's ideas, and the development of language to modify play as it unfolds. Indoor recess Depending on the weather (rain, large amounts of snow, and sometimes in extreme heat or extreme cold), recess might be held indoors. Therefore should include creative activities that promote movement of moderate-to-vigorous intensity, whether in a gym or a classroom. Allowing the students to finish work, play any board games or other activities that take more than one to play; this helps to encourage group activity, and some games are also educational. Or, they might play educational computer games or read books. It also may contribute to do something non-educational, to help unwind and de-stress from the daily workload. Sometimes, some classes might watch a film or a TV program. Recess data The debate surrounding recess has been around for decades and is still happening today. Some people believe that recess is important, while others argue that eliminating recess will lead to better academic achievement. Educators, parents, and experts are debating the importance of recess and play time in the school day. Data shows that recess has many benefits for students. These benefits include increased health, increased test scores, increased attention and social abilities, as well as better behavior. This is because during this physical activity, students produce dopamine, a neurotransmitter involved in memory and problem-solving. Also, the National Association for the Education of Young Children (NAEYC) advocates for unstructured play, including recess. NAEYC recommends play as a way for children to decrease stress and develop socially. But, about 40% of school districts in the United States are doing away with recess. Studies show that this lack of free and unstructured play during recess may contribute to the rise in childhood obesity, anxiety and