The possibility of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) transmission by fomites or environmental surfaces has been suggested. It is unclear if SARS-CoV-2 can be detected in outdoor public areas. The objective of the current study was to assess the presence of SARS-CoV-2 in environmental samples collected at public playgrounds and water fountains, in a country with high disease prevalence. Environmental samples were collected from six cities in central Israel. Samples were collected from drinking fountains and high-touch recreational equipment at playgrounds. Sterile pre-moistened swabs were used to collect the samples, put in viral transfer media and transferred to the laboratory. Viral detection was achieved by real-time reverse transcriptase–polymerase chain reaction, targeting four genes. Forty-three samples were collected from playground equipment and 25 samples from water fountains. Two of the 43 (4.6%) samples from playground equipment and one (4%) sample from a drinking fountain tested positive. It is unclear whether the recovery of viral RNA on outdoor surfaces also indicates the possibility of acquiring the virus. Adherence to environmental and personal hygiene in urban settings seems prudent.

This paper concentrates on children's play during school breaktimes. Though neglected by researchers, it is one of the few occasions when children can play and interact in a relatively safe environment, free of adult control. The paper reports on a recent programme of research at the University of London Institute of Education. There are signs that the prevalence of a negative view about breaktime in schools is leading to more deliberate management and supervision of breaktimes, and a reduction in duration. Breaktime can be a time when aggression, teasing, and bullying take place, but this paper also reviews positive aspects of peer relations and games at breaktime, including opportunities for friendship development, social competence, and peer culture. An important challenge facing schools is achieving a balance between control over pupil behaviour, while facilitating pupil independence and social development.