Selected publications on recess and play
Baines, E., & Blatchford, P. (2019). School break and lunchtimes and young people’s social life: A follow-up national study in 2017 – Final report to the Nuffield Foundation. Published on line at: https://www.nuffieldfoundation.org/follow-survey-break-and-lunch-times-schools
Baines, E., & Blatchford, P. (2019). Research Briefing: School break and lunchtimes and young people’s social life: A follow-up national study in 2017. Published on line at: https://www.breaktime.org.uk/Publications/BaSiS-StudyResearchBriefingFinal.pdf
Baines, E., Blatchford, P. & Golding, K., (2020). School Breaktimes/ Recess as a Context for Understanding Children’s Development. In S. Hupp & J. Jewel (Series Eds.) & P.K. Smith (Volume Ed.) The Encyclopaedia of Child and Adolescent Development Part 1 (Child): (Volume 6 – Community). New York: Wiley-Blackwell.
Blatchford, P., Pellegrini, A., & Baines, E. (2016). The child at school: Interactions with “School Power, Children’s Play, and the Timing of Recess Violence” in The Cultural Shaping of Violence, ed. Myrdene Anderson. Purdue University. 2004.
Baines, E. & Blatchford, P. (2011). Children’s games and playground activities in school and their role in development. In A. D. Pellegrini (Ed.), The Oxford Handbook of the Development of Play (pp. 260-283). New York: Oxford University Press.
Blatchford. P. & Baines, E. (2010). Peer relations in school. In K. Littleton, C. Wood & J. Kleine-Staarman (Eds) International Handbook of Psychology in Education (pp227-276). Bingley, UK: Emerald.
Baines, E. & MacIntyre, H. (2019). Children’s social experiences with peers during school mealtimes. Educational Review, https://doi.org/10.1080/00131911.2019.1680534
Majors, K. & Baines, E. (2017). Children’s play with their imaginary companions: Parent experiences and perceptions of the characteristics of the imaginary companions and purposes served. Educational & Child Psychology, 34(3),
Baines, E. & Blatchford, P. (2012). Children’s independent mobility and travel to school. Published on line at: www.breaktime.org.uk/Publications.htm
Baines, E. & Blatchford, P. (2009). Sex differences in the structure and stability of children’s playground social networks and their overlap with friendship relations. British Journal of Developmental Psychology, 27, 743–760.
Baines, E. (2007). Results from the primary school lunch and behaviour study: final report to School Food Trust.
Blatchford, P., & Baines, E. (2006). A follow up national survey of breaktimes in primary and secondary schools: final report to Nuffield Foundation (available from www.breaktime.org.uk).
Pellegrini, A., Blatchford, P., Kato, K. & Baines, E. (2004). A short term longitudinal study of children’s playground games in Primary school: implications for adjustment to school and social adjustment in the USA and UK. Social Development, 13(1), 105-123.
Blatchford, P., Baines, E., & Pellegrini, A. (2003). The social context of school playground games: sex and ethnic differences and changes over time after entry to junior school. British Journal of Developmental Psychology, 21(4), 481-505.
Pellegrini, A., Kato, K., Blatchford, P. & Baines, E. (2002). A short term longitudinal study of children’s playground games across the first year of school. American Educational Research Journal, 39(4), 991-1016.