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On NPR’s Morning Edition this morning was a VERY interesting story (“Old-Fashioned Play Builds Serious Skills“) about how children’s play has changed in the last century. Instead of engaging in self-directed, imaginative, improvised play, play has become centered around toys and the latest movie or TV show: “Essentially, instead of playing pirate with a tree branch” they play “Star Wars with a toy light saber.”
Commercialization is only partly to blame, as child safety has become more of a concern in recent years. Parents are now more reluctant to let their children run loose around the neighborhood. They enroll kids in structured, adult-lead activities.
This change in play-habits has actually changed children’s brains according to researchers. Imaginative play helps kids develop what is known as “executive function,” which is a cognitive skill necessary for self-regulation (controlling emotions and behavior, resisting impulses, and exercising self-control and discipline).
Read this interesting excerpt from the NPR piece:
We know that children’s capacity for self-regulation has diminished. A recent study replicated a study of self-regulation first done in the late 1940s, in which psychological researchers asked kids ages 3, 5 and 7 to do a number of exercises. One of those exercises included standing perfectly still without moving. The 3-year-olds couldn’t stand still at all, the 5-year-olds could do it for about three minutes, and the 7-year-olds could stand pretty much as long as the researchers asked. In 2001, researchers repeated this experiment. But, psychologist Elena Bodrova at the National Institute for Early Education Research says, the results were very different.
“Today’s 5-year-olds were acting at the level of 3-year-olds 60 years ago, and today’s 7-year-olds were barely approaching the level of a 5-year-old 60 years ago,” Bodrova explains. “So the results were very sad.”
According to executive function researcher, Laura Berk: “Self-regulation predicts effective development in virtually every domain.” In fact, good executive function is a more reliable predictor of success in school than IQ. Poor executive function leads to high dropout rates, drug use, and crime. Of course there must be a middle ground here, but the better a child’s ability to self-regulate, the better they will perform in school, and in life.
So here is yet another reason to turn off the TV, ignore the terrible whines, agonizing howls of boredom and claims of inhumane parental treatment and see what happens. They just might surprise you with the games they come up with on their own. And…they will be improving their executive function skills!
I urge you to listen to this fascinating NPR piece (7 min 50 sec), or at least read the online transcript.
+ Some suggestions for activities that promote self-regulation:
(from researchers Deborah Leong, professor of psychology at Metropolitan State College of Denver, Elena Bodrova, senior researcher with Mid-Continent Research for Education and Learning, and Laura Berk, professor of psychology at Illinois State University, found on the transcript page of the NPR website):
- Play “Simon Says”
- Encourage “complex imaginative play” (child plans and acts out scenarios, invents own props, etc. Best if play lasts for several hours)
- Activities that require planning (the examples given are: games with directions, patterns for construction, recipes for cooking)
- Read storybooks with your children
- Encourage children to talk to themselves (“fosters concentration, effort, problem-solving, and task success”)
+ A related Unplug Your Kids post: Let Your Kids be Bored
(Photo (taken in Madagascar) courtesy of Wikimedia Commons and photographer Harald Kreutzer.)
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