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Life at British prep schools tends to be very structured. With classess, games, meals, rest time, musical instrument practive prep, and other scheduled activities, the children do not have a lot of free time. Thus for many their free time is very precious. The children use it in a variety of ways, depending on the time and weather. Many younger children like free play, building forts or playing ad hoc games. There are also inside recreation. Some schools have gym for various games or other activities like rollar skating. Some children bring small pets which they care for in their free time. The schools have a good supply of board gamesand chess a prenial favotite. Several schools have model railroads. This is something that is difficult for boys to do in a small house, but with interested staff some schools have wonderful lay outs. Some children take the opportunity to go to the libray or read the newspaper. Generall television is not incouraged, except for the news. And now with the computer, there are a whole range of interesting activities. Besides providing the children with free time, many schools hope to help the children develop the ability to use their free time productively.
Life at British prep schools tends to be very structured. The children persue a demanding academic program as well as a wide range of activities. With classess, games, meals, rest time, musical instrument practive prep, and other scheduled activities, the children do not have a lot of free time. A look at the school time tables show how little free time the children have, especially during the week. There are, however, different times during the day when there is a little free time. Sometimes it is just a few minutes before lunch or dinner. Sometimes there is a little free time in the schule, usually in the afternoon or evening. Scholls have different policies about this. Some want tofill up the school day with stryctured activities. Other schools want to help the children learn how to productively used their free time.
Because of the very structured school environment, the children do not have a great deal of free time. Thus for many, the free time that they do have is very precious. Here age is a factor. Yhe kind of instructured free play that younger children so enjoy can only be achieved during free time. Older children also enjoy free time, but commonly uee it differently. Some children want to pursue activities with friends, Others want a little time to themselves.
Schools are variously equipped for free time activities. Many facilities can be used for both the instructional program and for free time, such as the art room, gymnasium, library, and swimming pool. Other facilities such as a games room, hobbry/model room, and pet hut are primarily for free-time activities. And of course the grounds themselves are a major recreation area. This includes both sports and other outdoor pursuits like fishing. Some facilities like a gymnasium and swimming pool require a substantial investment. But not all facilities are so elaborate. Small boys look forward to building dens in undeveloped woodland.
The children use it in a variety of ways, depending on the time and weather. Age, gender, and individual interests are all factors here. Many younger children like free play, building forts or playing ad hoc games. Activities for which free time is needed. There is also inside recreation. Some schools have gym for various games or other activities like rollar skating. Some children bring small pets which they care for in their free time. The schools have a good supply of board gamesand chess a prenial favotite. Several schools have model railroads. This is something that is difficult for boys to do in a small house, but with interested staff some schools have wonderful lay outs. Some children take the opportunity to go to the libray or read the newspaper. Generall television is not incouraged, except for the news. And now with the computer, there are a whole range of interesting activities.
Besides providing the children with free time, many schools hope to help the children develop the ability to use their free time productively. Here modern children may have more trouble with this than the earlier generation. Of course "productively" is a subjective term. Many schools, however, want the children to learn to develop creatibe and imaginative uses of free time rather than passive uses that are now so common, especially with the advent of television.
