Adolescent Play
By Makena Wood, BSc Neuroscience student
Adolescence is a unique developmental period in the lifespan with tremendous opportunity to implement play to improve executive function. Whether you’re raising or working with adolescents, it can be a challenge to encourage them to play in meaningful ways as they continue to outgrow our traditional ideas of play and push for more independence. Additionally, adolescents are transitioning into a phase of higher demand on their executive functioning, with increased workloads at school and potentially part-time jobs. While it is equally beneficial for adolescents to take on more responsibilities and lean into their social circles, I will be discussing the importance of brain-building play for adolescents alongside some practical ways to play.
Adolescent brains are primed for learning and growth
While early childhood presents a more obvious time for rapid learning and brain development (with children picking up skills such as walking, talking, reading, and making friends), there are areas of the brain, such as the prefrontal cortex, that undergo their critical periods for development during adolescence and continue until approximately age 25 (Barlow, 2014). Executive function skills such as reason, planning, and impulse-control are associated with the prefrontal cortex and its period of development in adolescence and early adulthood (Barlow, 2014). The timing of this period for brain development coincides with adolescents’ acquisition of skills that are necessary to transition them into successful adulthood; therefore, it is critical to encourage play to foster proficient executive functioning.
[Source: Center on the Developing Child, Harvard University]
Highlighted areas indicate periods in the lifespan when executive function experiences a surge in development. Adolescence (ages 13-25) is one of those periods.
Benefits of play for adolescents
1. Building social skills:
- Proficient executive function in both children and adolescents is what builds the foundation for social play; deficient executive function often leads to exclusion by peers due to conflict or misunderstanding.
- Executive function and social interaction are reciprocal; social play builds executive function, which in turn promotes social play.
(Center on the Developing Child, Harvard University)
2. Improving school achievement:
- Developing executive function in adolescents refines their attention and focus, problem solving skills, and flexibility towards rule changes.
- Key executive functions that emerge during healthy development in adolescence contribute to mental organisation of multi-step instructions and long-term assignments.
(Center on the Developing Child, Harvard University)
3. Curbing impulsivity and risk-taking behaviours:
- Problem and risky behaviours in adolescents are associated with low executive function (Greenberg et al., 2007).
- Improving executive function in adolescents helps them engage in positive social interactions, plan for the future, and consider consequences (Greenberg et al., 2007).
Ways to play
1. Build on your adolescent’s interests
- Adolescence marks a phase of self-discovery and pursuit of independence. Adolescents will naturally discover new interests and hobbies, so take advantage and embed brain building play into their self-directed inclinations. As a parent, this also provides an opportunity to connect with your adolescent and show them that their interests are important to you. Meaningful play can be found nearly anywhere, from sports to performance arts, to individual hobbies or school club activities. Adolescent interests are as endless as the ways in which we can build their brains.
2. Check out our adolescent curriculum
- Building Brains Together has developed an adolescent executive function curriculum with a variety of games to target different interests and skills. Our adolescent curriculum, along with others, was developed using research and with keeping parent education in mind. You can use our curriculum to implement play at home with your adolescent and your whole family.
Our curriculum and other adolescent resources can be found here: https://www.buildingbrains.ca/adolescents
3. Other community resources (links)
- 2021 Lethbridge Adolescent Play Survey Created by Building Brains Together and the University of Lethbridge, the adolescent play survey highlights local adolescent’s opinions and perspectives on play, as well as barriers and aspirations for play in their environments. The Adolescent Play Survey may be a good place to start if you are unsure about why or how adolescents in the community play.
- https://healthylethbridge.ca/active-living/teen A list of local sports, arts, and recreational programs for teens in Lethbridge.
- Lethbridge School Division Community Supports A compilation of resources from Lethbridge School Division that can be accessed if your adolescent is experiencing mental health challenges that prevent them from connecting with their peers or engaging in play.
References
Barlow, E. (2014, October 17). Under the hood of the adolescent brain. Harvard Medical School. https://hms.harvard.edu/news/under-hood-adolescent-brain
Center on the Developing Child. (2011). Building the brain’s “Air Traffic Control” system: How early experiences shape the development of executive function.
Center on the Developing Child. Executive function: Skills for life and learning
Greenberg, M.T., Riggs, N.R., & Blair, C. (2007). The role of preventive interventions in enhancing neurocognitive functioning and promoting competence in adolescence. In D. Romer & E.F. Walker (Eds.), Adolescent psychopathology and the developing brain: Integrating brain and prevention science (pp. 441-461). New York: Oxford University Press.