Executive Function Basics: Creating Wellness Through Play
By Jessica Predy, BA Theraputic Recreation Therapy
Simply said, our bodies are incredible. They tackle many tasks every day; all our systems working collaboratively so that we can engage in the activities of our choice. During our developmental years, there are critical periods when certain systems work harder and can be more susceptible to feedback. When we consider brain growth, research has told us that both early childhood (3-5 years) as well as early adolescence (11-14 years) are fundamental ages in which the brain, specifically executive functions, are more greatly impacted by environmental experiences (Nelson, 2010).
…But what is Executive Function?
Executive function is a system of the brain which controls things such as problem solving, self-control, working memory, organizational behaviors, and emotional regulation. This set of cognitive skills are not something we are born with but learn over time and are the foundational blocks on which most future learning builds upon. These skills are vital for successful learning and plays an integral role in social functions as well. Experiences that we have also impact development, however, they are not all created equal. Challenging experiences such as traumatic events, stress, poverty, or parental illness can lead to delays or impairments. Alternatively, opportunities that promote holistic health and offer meaningful levels of both challenge and support, can help to mitigate the effects of negatively perceived experiences on executive function while also building resilience.
…What do I mean by Holistic Health?
Holistic health can be defined differently depending on who you ask, and what discipline they work in. As an individual who works in the field of Recreation Therapy, I would define it as such:
“Experiences that support or supplement medicinal practices to address the domains of wellness needed to cultivate healthy lifestyles as well as individualistic or culturally relevant needs and goals.”
We consider overall wellness to typically consist of 5 main domains: Social, spiritual, physical, cognitive, emotional. It is important to note that not everyone will have experience or interest in all domains, nor is it required to be engaged equally in all domains to live a quality life. Most individuals will thrive when finding a balance that is meaningful to them, which will look different from person to person. In addition, levels of engagement in each domain will ebb and flow throughout an individual’s life depending on unique factors. However, by bringing attention to domains of wellness, we can identify which areas bring meaning to our lives and support individual strengths, as well as those which might need additional attention or provide a sense of challenge.
…So how do we connect Holistic wellness with building Executive Functions?
Going back to experiences and how they contribute to executive function growth, varied opportunities for engagement is what ties these two topics together. There is ongoing evidence that physical activity supports healthy brain function, and research has long since made connections between enriched physical lifestyles and better learning outcomes (Rosenzweig & Bennett, 1996). Rukmini et al. (2022) suggest that play-based games, such as sculpting letters using alternative media like playdough, can promote growth in both cognitive skills and fine motor development of children. In addition, increased levels of executive functions gained through group activity has also been shown to increase social skills (Amani et al., 2019). Overall, seeking a broad range of experiences for children and youth which address various domains of wellness, while also encouraging a meaningful balance between challenge and success, can provide the ideal setting for executive function development.
…Let’s Play!
Play can offer endless opportunities to practice all these skills. For instance, when children play a game, they are practicing self-control by learning to wait their turn, follow directions, as well as organize and plan materials needed for their project. When given an opportunity to express themselves creatively, we generate a safe space for kids to make mistakes and persevere through tribulations and setbacks. In addition, parenting dynamics expressed during play also have a substantial role in executive function development.
Sometimes referred to as “serve and return”, is the dyadic interactions between parental figures and child which may be as simple as a crying child [serve] and the parental response to their distress [return]; and can be influential on developing brains (Alberta Family Wellness Initiative, 2023). Play is a great platform to encourage this relationship and allows children to formulate a better understanding of our responses while building on skills in fun engaging ways. A bonus to the functional benefits and emotional connections gained from these interactions, is that unstructured activity can support wellness during times of stress which also has a direct influence on brain function (Lee et al., 2020); something I will discuss further in the next segment of this series. So, in addition to providing a range of activities that support overall wellness and learning, I implore you to get down on your littles level when you can and play along too! Check out the resources page of Building Brains Together to find games and activities which support positive play!
“Children learn as they play; most importantly, in play, children learn how to learn.”
- Fred Donaldson
References
Alberta Family Wellness Initiative. (2023). Serve & Return: Positive child-caregiver interactions build strong brains. https://www.albertafamilywellness.org/what-we-know/serve-and-return/
Amani, M., Koruzhdeh, E., & Taiyari, S. (2019). The effect of strengthening executive functions through group games on the social skills of preschool children. Games for Health, 8(3), 213. https://doi.org/10.1089/g4h.2018.0052
Center on the Developing Child at Harvard University (2011). Building the Brain’s “Air Traffic Control” System: How Early Experiences Shape the Development of Executive Function: Working Paper No. 11. http://www.developing child.harvard.edu
Haynes, W. C., Van Tongeren, D. R., Aten, J., Davis, E. B., Davis, D. E., Hook, J. N., Boan, D. & Johnson, T. (2017). The Meaning as a Buffer Hypothesis. Psychology of Religion and Spirituality, 9 (4), 446-453. doi: 10.1037/rel0000098.
Lee, R. L. T., Lane, S., Brown, G., Leung, C., Kwok, S. W. H., & Chan, S. W. C. (2020). Systematic review of the impact of unstructured play interventions to improve young children's physical, social, and emotional wellbeing. Nursing & Health Sciences, 22(2), 184-196. https://doi.org/10.1111/nhs.12732
Nelson, C. (2010). Embryonic & Neural Development: Setting the Stage for the Lifespan. Alberta Family Wellness Initiative. https://www.albertafamilywellness.org/resources/video/resourcesvideoembryonic-neural-development-setting-stage-lifespan
Rosenzweig, M. R., & Bennett, E. L. (1996). Psychobiology of plasticity: Effects of training and experience on brain and behavior. Behavioral Brain Research, 78(1), 57-65. https://doi.org/10.1016/0166-4328(95)00216-2
Rukmini, R., Mustaji, M., & Mariono, A. (2022). Effectiveness of a playdough game in stimulating fine motor skills and cognitive skill: Early childhood education. The International Journal of Early Childhood Learning, 29(1), 1-12. https://doi.org/10.18848/2327-7939/CGP/v29i01/1-12