The concept of the adolescent play refers to the opportunity that teenagers have to spend free time with their friends and peers. Usually, adolescent play may entail activities such as sports activities including soccer, baseball, swimming, baseball, basketball, riding bicycles, dancing, and arts, running, and skiing among others (Farley, and Kim-Spoon 434). The adolescence period marks the period where teenagers develop from childhood to adulthood. During this period there are some cognitive, physical, emotional, behavioral, and attitude changes that the teenagers encounter. These changes provide a basis for personal development. The period provides the teenagers with an opportunity to break free from the parents and thus gain the freedom to make independent decisions. Following the numerous changes parents often forget the need of play for the adolescents. In this case, therefore, the paper aims at giving an in-depth analysis of the various contributions of adolescent play on their psychosocial development and future social-emotional competencies. Moreover, the analysis will discuss the various perils associated with adolescent plays.
It is essential to embrace the significance of adolescent play on the personality development of the teenagers. Despite the numerous changes in their emotions, physical and attitude development, parents ought to recognize that the teenagers still require time to play and have fun with their peers (Farley, and Kim-Spoon 436). Although the teenagers may not term this as play, having the chance to spend time with their friends and the freedom to make independent decisions are the particular form of play for them. In this case, the adolescent play is predominantly on the social perspective, and thus the peers get together and make their decision on how to have fun as a group. In many cases, the teenage behavior during play mimics the adult practices and behaviors. This is very significant in enhancing their personality development from childhood to adulthood. Nevertheless, parents need to monitor the teenagers to ensure that their peer relationships are morally acceptable. In this case, it is essential to engage in discussions with the teenagers to create boundaries regarding the control of mobile phones and the internet. As a result, it will ensure positive personal growth in a safe social environment. Furthermore, if not given guidance through monitoring, the adolescent plays may be hazardous to their moral and behavioral development of the teenagers therein (Rakoczy 55).
The adolescent play is beneficial in enhancing the psycho-social development and the social-emotional competencies of the teenagers. Furthermore, the peer engagement provides an opportunity for the emotional, cognitive, behavioral, and social well-being of the teenagers therein. Not only does the adolescent play provide an opportunity for the peer to peer interactions, but also provide an opportunity for the teenager to engage with their parents fully. Nonetheless, parents, today do not place much concentration on the adolescent play as it was before. Despite the numerous benefits accrued from the play, adolescent currently acquires less freedom to engage in plays. Instead, much concentration has shifted to academic enrichment as a result of the change in family structures and family lifestyles. It is evident that teenagers that are exposed to adolescent plays with their peers stand a chance to accrue more advantages that the teenagers that receive less support on the same (Galloway 64). More importantly, exposing teenagers to plays helps in developing a standard learning skill as well as communication and relationship skills. As teenagers interact with others, they can create positive relationships and enhance the communication skills and the linguistic aspect as well. Besides, as the teenagers interact, there is a need for communication. Play promotes creativity and the emotional intelligence of the teenagers. Moreover, play enhances joy and excitement which plays a significant role in enhancing the self-esteem of the teenagers therein. Play contributes significantly to the emotional development of the teenagers. For instance, it helps reduce anxiety, fear, fatigue, and stress as it initiates joy, excitements and elevating their self-esteem. It initials calmness, adaptability, accepting change, and the ability to relate to others. In this case, the engagement promotes flexibility and openness through sharing ideas (Rakoczy 59). Teenagers engaging in adolescent play develop compassion, empathy, and develop their non-verbal skills. As teenagers engage in adolescent plays, there is an opportunity to develop social competencies that are beneficial in the future. For instance, adolescent plays may entail activities such as sports. Constant engagement in sports may nurture the skill of sports among the talented adolescents. In this case, they can showcase and practice their skill as they grow.
Despite the various benefits of adolescent play, it may create negative impacts as well. For instance, the transition allows the teenagers to have freedom and thus make independent decisions away from the control of the parents. In this case, the teenagers may view their peers as more important and influential as compared to their parents. For this reason, it leads to conflicts between the teenagers and the parents. Nonetheless, parents need to give the teenagers a chance to identify and correct their mistakes. In other cases, parents get worried about the choice of a friend that their teenage children make. Sometimes, teenagers engage with peers that may influence their personality development negatively such as influencing them to drugs and other immoral activities (Rakoczy 62).
In conclusion, adolescent play creates numerous benefits for the psycho-social development and the emotional competencies of the teenagers. Although it also creates negative, impacts, the benefits outweigh the perils. In this case, parents need to embrace the significance of adolescent lays on the personality development of their children.
Farley, Julee P., and Jungmeen Kim-Spoon. "The Development Of Adolescent Self-Regulation: Reviewing The Role Of Parent, Peer, Friend, And Romantic Relationships". Journal Of Adolescence, vol 37, no. 4, 2014, pp. 433-440. Elsevier BV, doi:10.1016/j.adolescence.2014.03.009.
Galloway, David. "The Role Of Play In Human Development". Child And Adolescent Mental Health, vol 16, no. 1, 2011, pp. 64-64. Wiley, doi:10.1111/j.1475-3588.2010.00591_5.x.
Rakoczy, Hannes. "Play, Games, And The Development Of Collective Intentionality". New Directions For Child And Adolescent Development, vol 2007, no. 115, 2007, pp. 53-67. Wiley, doi:10.1002/cd.182.
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