75-3-361
You write about the importance of play and how it's not valued to the degree it should be.
Right. It's so counterintuitive. Play builds brains and gives children the ability to impose self-control and creates within brain circuitry the ability to pay attention. When you look at kids playing, adults see it as a waste of time. They have no clue what play does. Vigorous social play stimulates the growth of brain cells in the executive portion of the brain in the frontal cortex, and that lays the foundation for the circuitry of self-regulation, which is what you need to pay attention when you're at school. I'll just give you a very, very clear little example. We're talking about free play, not play that's monitored by adults. Because we know that when the adults are near kids, kids change what they talk about and change the content of their play. We've known that for a long time. But just picture two little kids in free play. They're inventing what they're going to do. Okay, we're going to play house. You're going to be the doggie and I'm going to be the mommy. So these kids, what are they doing? They're creating the rules that they then agree to subordinate their impulses to. I mean, that's extraordinarily powerful. But that doesn't hit you in the face when you see kids playing. It looks like, oh, we could use this time for workbook work.
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value °¡Ä¡¸¦ ¸Å±â´Ù. the importance of play ³îÀÌÀÇ Á߿伺.
counterintuitive òÁκ(Á÷°ü)¿¡ ¾î±ß³ª´Â. impose ºÎ¿©ÇÏ´Ù, °¿äÇÏ´Ù, ºÎ°úÇÏ´Ù. circuitry üÞÖØ(ȸ·Î). adult à÷ìÑ(¼ºÀÎ). clue ½Ç¸¶¸®, Ó®ßý(´Ü¼).
have no clue ÀüÇô ÀÌÇØ ¸øÇÏ´Ù. vigorous Ȱ¹ßÇÑ, ±â¿îÂù.
social play »ç±³ÀûÀÎ ³îÀÌ. stimulate ÀÚ±ØÇÏ´Ù.
the executive portion ÁýÇà ´ã´çºÎºÐ. frontal cortex îñÔéÝ»ù«òõ(ÀüµÎºÎÇÇÁú).
lay-laid-laid ³õ´Ù. foundation ±âÃÊ. self-regulation í»ëÏ(ÀÚÀ²), ÀÚµ¿Á¶Àý.
monitor °¨½ÃÇÏ´Ù, ¿³µè´Ù. content ³»¿ë. picture »ó»óÇÏ´Ù. doggie °¾ÆÁö.
subordinate º¹Á¾½ÃŰ´Ù, Á¾¼Ó½ÃŰ´Ù. impulse Ãæµ¿. extraordinarily ºñ»óÇϰÔ, ¾öû³ª°Ô.
workbook (ÇнÀ¿ëÀÇ) ¿¬½ÀÀå, ЮñÞßö(±ÔÁؼ).
B. ±¸¹®
- You write about the importance . . . the degree it should be.
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- It looks like, oh, we could use this time for workbook work.
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75-4-362
Are parents over-involved in kids' sports?
Oh, absolutely. There is enormous difficulty of getting referees these days. Referees, especially in youth sports, are either paid minimally or are not paid at all. It's something they've done for the love of the sport. I wrote a piece about this, and the referee organization contacted me. They can't get referees because the referees now have to put up with the abuse of the parents and they just don't want to do it. It's not worth it to them. Parents push their kids to the point of... abuse. You have eight-year-old kids who have injuries that grown athletes, professional athletes don't get until their thirties or forties. Overuse injuries, repetitive strain injuries. That's a clear reflection of parental pushing of kids, and it's so wrong for so many reasons. Kids' bodies can't support that. Their bones are growing. It's the adult values, the adult psychological needs that are being met, not the kids' developmental needs.
There was recently an outcry in New York City when a journalist wrote about letting her son go on the subway at nine years old. What's your opinion about that?
You know, the kid was giving every sign in the world that he was ready. Here's the thing: What's the goal of raising kids? It's to produce an independent, autonomous adult, right? It doesn't happen overnight. There's a long march towards independence, and it begins at birth. Parents have to continually let out the leash. You quietly from the sidelines monitor your kids, see whether they're ready for the next step. That kid was giving every sign that he was ready for the next step.
A. ¾îÈÖ
over-involved Áö³ªÄ¡°Ô °ü¿©ÇÏ´Ù. absolutely Àý´ëÀûÀ¸·Î, ¿ÏÀüÈ÷.
enormous ¾öû³. referee ½ÉÆÇ. minimally ±ØÈ÷ Àû°Ô, ÃÖ¼Ò·Î. piece ±Û, ¿¹¼úÀÛǰ.
put up with Âü°í °ßµð´Ù. abuse ¿å¼³, ¸ð¿å, ³²¿ë, Çдë. injury ݶ߿(ºÎ»ó).
overuse ûåÞÅ(Ȥ»ç), ³²¿ë. repetitive ¹Ýº¹ÀûÀÎ. strain ±äÀå, ΦÖÌ(°ú·Î), ÌÙâ(°Ý¹«).
reflection ¹Ý»ç, ¹Ý¿µ. meet ÃæÁ·½ÃŰ´Ù. developmental needs ¹ß´Þ¿å±¸.
outcry °ÇÑ Ç×ÀÇ, ÝèÙ°(ºñ¸í). independence µ¶¸³. continually ²÷ÀÓ¾øÀÌ.
let out ÇØ¹æÇÏ´Ù, ¼®¹æÇÏ´Ù, ÀÚÀ¯·Ó°Ô ÇØÁÖ´Ù. (°³ µûÀ§¸¦ ¸Å¿öµÎ´Â) °¡Á× ²ö.
B. ±¸¹®
- It's the adult values, . . . not the kids' developmental needs.
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