Our Relationship to Risk | Judy Klein | TEDxTahoeCity

0:12 let's explore our relationship as humans

0:14 let's explore our relationship as humans

0:14 let's explore our relationship as humans to risk when we think about risky play

0:17 to risk when we think about risky play

0:17 to risk when we think about risky play these are usually the images that come

0:18 these are usually the images that come

0:18 these are usually the images that come to mind crazy stuff seemingly defying

0:21 to mind crazy stuff seemingly defying

0:21 to mind crazy stuff seemingly defying rational thought as an emergency

0:23 rational thought as an emergency

0:23 rational thought as an emergency position this is the bread and butter of

0:24 position this is the bread and butter of

0:24 position this is the bread and butter of my day but as a pediatrician and a

0:27 my day but as a pediatrician and a

0:27 my day but as a pediatrician and a wilderness educator I think about risky

0:29 wilderness educator I think about risky

0:29 wilderness educator I think about risky play as starting earlier in life playing

0:32 play as starting earlier in life playing

0:32 play as starting earlier in life playing in the dirt running through mud jumping

0:35 in the dirt running through mud jumping

0:35 in the dirt running through mud jumping climbing getting lost whittling playing

0:39 climbing getting lost whittling playing

0:39 climbing getting lost whittling playing in the dark but sadly these sorts of

0:42 in the dark but sadly these sorts of

0:42 in the dark but sadly these sorts of images of children are becoming more and

0:44 images of children are becoming more and

0:44 images of children are becoming more and more rare over the last few decades

0:46 more rare over the last few decades

0:46 more rare over the last few decades there has been a 50% decline in the

0:48 there has been a 50% decline in the

0:48 there has been a 50% decline in the amount of time children spend engaged in

0:50 amount of time children spend engaged in

0:50 amount of time children spend engaged in free and risky play David eager a

0:53 free and risky play David eager a

0:53 free and risky play David eager a professor of engineering and a safety

0:55 professor of engineering and a safety

0:55 professor of engineering and a safety expert from Australia coined the term

0:57 expert from Australia coined the term

0:57 expert from Australia coined the term risk deficit disorder to describe this

1:00 risk deficit disorder to describe this

1:00 risk deficit disorder to describe this trend so what's behind this decline in

1:03 trend so what's behind this decline in

1:03 trend so what's behind this decline in free play in risky play in children

1:05 free play in risky play in children

1:05 free play in risky play in children unfortunately these days we view risk as

1:09 unfortunately these days we view risk as

1:09 unfortunately these days we view risk as something negative something to be

1:11 something negative something to be

1:11 something negative something to be avoided if you ask parents they're

1:14 avoided if you ask parents they're

1:14 avoided if you ask parents they're afraid their children are going to be

1:15 afraid their children are going to be

1:15 afraid their children are going to be abducted a fear that is bolide by actual

1:18 abducted a fear that is bolide by actual

1:18 abducted a fear that is bolide by actual statistics they're afraid their children

1:20 statistics they're afraid their children

1:21 statistics they're afraid their children are gonna be injured or exposed to

1:22 are gonna be injured or exposed to

1:22 are gonna be injured or exposed to poisonous plants or animals once again

1:25 poisonous plants or animals once again

1:25 poisonous plants or animals once again concerned that underestimate a child's

1:27 concerned that underestimate a child's

1:28 concerned that underestimate a child's ability to evaluate and manage risk we

1:31 ability to evaluate and manage risk we

1:31 ability to evaluate and manage risk we seem to view our kids as less confident

1:33 seem to view our kids as less confident

1:33 seem to view our kids as less confident less responsible less trustworthy than

1:35 less responsible less trustworthy than

1:35 less responsible less trustworthy than we were when we were young

1:36 we were when we were young

1:36 we were when we were young in one study 70% of mothers reported

1:40 in one study 70% of mothers reported

1:40 in one study 70% of mothers reported daily outdoor free play when they were

1:43 daily outdoor free play when they were

1:43 daily outdoor free play when they were young but only 30% allowed their

1:46 young but only 30% allowed their

1:46 young but only 30% allowed their children to do the same we're also in an

1:49 children to do the same we're also in an

1:49 children to do the same we're also in an era of intensive parenting shuttling our

1:51 era of intensive parenting shuttling our

1:51 era of intensive parenting shuttling our children from one scheduled activity to

1:53 children from one scheduled activity to

1:53 children from one scheduled activity to the other with little time for

1:55 the other with little time for

1:55 the other with little time for unstructured play when kids do get a

1:57 unstructured play when kids do get a

1:57 unstructured play when kids do get a chance to play outside it's often on

1:59 chance to play outside it's often on

1:59 chance to play outside it's often on playgrounds that have been over

2:01 playgrounds that have been over

2:01 playgrounds that have been over engineered to be safe unchallenging as

2:03 engineered to be safe unchallenging as

2:03 engineered to be safe unchallenging as my child says unfun nothing high few

2:07 my child says unfun nothing high few

2:07 my child says unfun nothing high few things that spin and very little that

2:10 things that spin and very little that

2:10 things that spin and very little that allows them to balance or hang upside

2:12 allows them to balance or hang upside

2:12 allows them to balance or hang upside down but sadly these days most children

2:15 down but sadly these days most children

2:15 down but sadly these days most children are spending their time indoors amidst

2:18 are spending their time indoors amidst

2:18 are spending their time indoors amidst the glow of the television set or the

2:20 the glow of the television set or the

2:20 the glow of the television set or the buzz of video games in one study of 800

2:24 buzz of video games in one study of 800

2:24 buzz of video games in one study of 800 Canadian kids aged

2:25 Canadian kids aged

2:25 Canadian kids aged six to eleven children reported an

2:27 six to eleven children reported an

2:27 six to eleven children reported an average of seven and a half hours of

2:29 average of seven and a half hours of

2:29 average of seven and a half hours of screen time every day now there's been a

2:33 screen time every day now there's been a

2:33 screen time every day now there's been a lot in the press about the health

2:35 lot in the press about the health

2:35 lot in the press about the health consequences of this decline in active

2:37 consequences of this decline in active

2:37 consequences of this decline in active play in kids notably a rise in obesity

2:39 play in kids notably a rise in obesity

2:39 play in kids notably a rise in obesity and accelerated cardiovascular disease

2:42 and accelerated cardiovascular disease

2:42 and accelerated cardiovascular disease and an earlier onset of metabolic

2:43 and an earlier onset of metabolic

2:43 and an earlier onset of metabolic syndromes like diabetes or high

2:45 syndromes like diabetes or high

2:45 syndromes like diabetes or high cholesterol but what about the effects

2:48 cholesterol but what about the effects

2:48 cholesterol but what about the effects on the brain and the nervous system in

2:51 on the brain and the nervous system in

2:51 on the brain and the nervous system in her groundbreaking new book balanced and

2:53 her groundbreaking new book balanced and

2:53 her groundbreaking new book balanced and barefoot Angela Hanscom a pediatric

2:55 barefoot Angela Hanscom a pediatric

2:55 barefoot Angela Hanscom a pediatric occupational therapist chronicles the

2:57 occupational therapist chronicles the

2:57 occupational therapist chronicles the rise and sensorimotor and balance

2:59 rise and sensorimotor and balance

2:59 rise and sensorimotor and balance problems and children that may be the

3:01 problems and children that may be the

3:01 problems and children that may be the consequence of this decline in risky and

3:04 consequence of this decline in risky and

3:04 consequence of this decline in risky and free play these days one in six children

3:08 free play these days one in six children

3:08 free play these days one in six children is referred to occupational or physical

3:11 is referred to occupational or physical

3:11 is referred to occupational or physical therapy for problems that used to be

3:13 therapy for problems that used to be

3:13 therapy for problems that used to be rare basically bodies that are left

3:17 rare basically bodies that are left

3:17 rare basically bodies that are left unchallenged don't develop properly so

3:20 unchallenged don't develop properly so

3:20 unchallenged don't develop properly so what exactly do we mean by risky play so

3:23 what exactly do we mean by risky play so

3:23 what exactly do we mean by risky play so at its core risky play is child directed

3:27 at its core risky play is child directed

3:27 at its core risky play is child directed it allows a child to recognize and

3:29 it allows a child to recognize and

3:30 it allows a child to recognize and evaluate a challenge and decide upon a

3:32 evaluate a challenge and decide upon a

3:32 evaluate a challenge and decide upon a course of action it may involve height

3:34 course of action it may involve height

3:34 course of action it may involve height or speed or dangers tools like knives or

3:38 or speed or dangers tools like knives or

3:38 or speed or dangers tools like knives or axes it may involve dangerous elements

3:41 axes it may involve dangerous elements

3:41 axes it may involve dangerous elements like fire or cliffs or fast-moving water

3:44 like fire or cliffs or fast-moving water

3:44 like fire or cliffs or fast-moving water deep water or uneven terrain it may

3:48 deep water or uneven terrain it may

3:48 deep water or uneven terrain it may occur in the dark it may involve the

3:50 occur in the dark it may involve the

3:50 occur in the dark it may involve the possibility of getting lost it is her

3:53 possibility of getting lost it is her

3:53 possibility of getting lost it is her opinion and mine that such risky play

3:56 opinion and mine that such risky play

3:56 opinion and mine that such risky play provides the optimal state for the

3:58 provides the optimal state for the

3:58 provides the optimal state for the development of neural pathways for

4:00 development of neural pathways for

4:00 development of neural pathways for sensory integration motor function and

4:02 sensory integration motor function and

4:02 sensory integration motor function and balance walking barefoot in the mud

4:05 balance walking barefoot in the mud

4:05 balance walking barefoot in the mud breeze in the face

4:06 breeze in the face

4:06 breeze in the face birds chirping jumping climbing managing

4:10 birds chirping jumping climbing managing

4:10 birds chirping jumping climbing managing risk all without the sensory overload of

4:13 risk all without the sensory overload of

4:13 risk all without the sensory overload of screen time so what kind of problems can

4:16 screen time so what kind of problems can

4:16 screen time so what kind of problems can arise in kids that are deprived of such

4:18 arise in kids that are deprived of such

4:19 arise in kids that are deprived of such experiences well scientists have long

4:21 experiences well scientists have long

4:21 experiences well scientists have long known that early exposure to a variety

4:24 known that early exposure to a variety

4:24 known that early exposure to a variety of different sensory inputs vision

4:26 of different sensory inputs vision

4:26 of different sensory inputs vision hearing smell taste touch proprioception

4:28 hearing smell taste touch proprioception

4:28 hearing smell taste touch proprioception all enhance the development of the

4:31 all enhance the development of the

4:31 all enhance the development of the neural pathways between the sensory

4:33 neural pathways between the sensory

4:33 neural pathways between the sensory organs and the brain and also enhanced

4:35 organs and the brain and also enhanced

4:35 organs and the brain and also enhanced tolerance to a variety of different

4:37 tolerance to a variety of different

4:37 tolerance to a variety of different sensory stimuli so for example

4:39 sensory stimuli so for example

4:39 sensory stimuli so for example kids who are never given an opportunity

4:41 kids who are never given an opportunity

4:41 kids who are never given an opportunity to play outside in weather or to walk

4:44 to play outside in weather or to walk

4:44 to play outside in weather or to walk barefoot in rent and sand or mud may not

4:47 barefoot in rent and sand or mud may not

4:47 barefoot in rent and sand or mud may not be able to tolerate wind in their face

4:49 be able to tolerate wind in their face

4:49 be able to tolerate wind in their face or rain on their bodies or muddy hands

4:52 or rain on their bodies or muddy hands

4:52 or rain on their bodies or muddy hands or feet children develop their sense of

4:55 or feet children develop their sense of

4:55 or feet children develop their sense of vision by moving briskly jumping or

4:57 vision by moving briskly jumping or

4:57 vision by moving briskly jumping or swinging and looking around at the same

4:59 swinging and looking around at the same

4:59 swinging and looking around at the same time and if deprived of these

5:00 time and if deprived of these

5:00 time and if deprived of these experiences their visual systems may not

5:02 experiences their visual systems may not

5:02 experiences their visual systems may not develop well children enhance their

5:05 develop well children enhance their

5:05 develop well children enhance their sense of hearing by learning to listen

5:07 sense of hearing by learning to listen

5:07 sense of hearing by learning to listen in three dimensions walking barefoot

5:10 in three dimensions walking barefoot

5:10 in three dimensions walking barefoot through the forest trying to identify

5:12 through the forest trying to identify

5:12 through the forest trying to identify the location of a bird call provides a

5:15 the location of a bird call provides a

5:15 the location of a bird call provides a perfect opportunity for this by lifting

5:18 perfect opportunity for this by lifting

5:18 perfect opportunity for this by lifting heavy objects pushing pulling climbing

5:21 heavy objects pushing pulling climbing

5:21 heavy objects pushing pulling climbing children develop their sense of

5:23 children develop their sense of

5:23 children develop their sense of proprioception where their bodies and

5:25 proprioception where their bodies and

5:25 proprioception where their bodies and limbs are in space without looking

5:27 limbs are in space without looking

5:27 limbs are in space without looking without these experiences children may

5:29 without these experiences children may

5:29 without these experiences children may follow a lot or have a difficult time

5:31 follow a lot or have a difficult time

5:31 follow a lot or have a difficult time regulating their physical interactions

5:33 regulating their physical interactions

5:33 regulating their physical interactions with other kids notably in games of tag

5:36 with other kids notably in games of tag

5:36 with other kids notably in games of tag they may just push too hard bringing

5:39 they may just push too hard bringing

5:39 they may just push too hard bringing together all of these different sensory

5:41 together all of these different sensory

5:41 together all of these different sensory inputs is referred to as sensory

5:43 inputs is referred to as sensory

5:43 inputs is referred to as sensory integration and kids who are deprived of

5:45 integration and kids who are deprived of

5:45 integration and kids who are deprived of some of these physical challenges of

5:47 some of these physical challenges of

5:47 some of these physical challenges of childhood may not develop good sensory

5:50 childhood may not develop good sensory

5:50 childhood may not develop good sensory integration what about motor development

5:53 integration what about motor development

5:53 integration what about motor development well in order to develop accurate and

5:56 well in order to develop accurate and

5:56 well in order to develop accurate and strong gross motor skills children need

5:58 strong gross motor skills children need

5:58 strong gross motor skills children need to activate the large muscle groups of

6:00 to activate the large muscle groups of

6:00 to activate the large muscle groups of their core their arms and their legs

6:02 their core their arms and their legs

6:02 their core their arms and their legs risky play does theirs through jumping

6:05 risky play does theirs through jumping

6:05 risky play does theirs through jumping and climbing running on uneven terrain

6:07 and climbing running on uneven terrain

6:07 and climbing running on uneven terrain and around obstacles and really in order

6:10 and around obstacles and really in order

6:10 and around obstacles and really in order to develop these systems well young

6:12 to develop these systems well young

6:12 to develop these systems well young children need to do this for five to

6:13 children need to do this for five to

6:13 children need to do this for five to eight hours a day and even elementary

6:15 eight hours a day and even elementary

6:15 eight hours a day and even elementary school kids need three or four hours a

6:17 school kids need three or four hours a

6:17 school kids need three or four hours a day this kind of activity but sadly

6:19 day this kind of activity but sadly

6:19 day this kind of activity but sadly that's not happening these days and the

6:22 that's not happening these days and the

6:22 that's not happening these days and the consequences are apparent when you look

6:23 consequences are apparent when you look

6:23 consequences are apparent when you look at strength so twenty years ago only one

6:26 at strength so twenty years ago only one

6:26 at strength so twenty years ago only one out of every 20 kids was unable to

6:28 out of every 20 kids was unable to

6:28 out of every 20 kids was unable to support their weight hanging off of the

6:31 support their weight hanging off of the

6:31 support their weight hanging off of the bars by 2008 that number had doubled and

6:35 bars by 2008 that number had doubled and

6:35 bars by 2008 that number had doubled and continues to rise walking barefoot is

6:38 continues to rise walking barefoot is

6:38 continues to rise walking barefoot is another really important thing not only

6:39 another really important thing not only

6:39 another really important thing not only develop arch strength and balance but

6:42 develop arch strength and balance but

6:42 develop arch strength and balance but also for tactile processing on the feet

6:44 also for tactile processing on the feet

6:44 also for tactile processing on the feet but most children many children aren't

6:47 but most children many children aren't

6:47 but most children many children aren't being allowed to walk barefoot because

6:48 being allowed to walk barefoot because

6:48 being allowed to walk barefoot because of safety concerns

6:50 of safety concerns

6:50 of safety concerns what about the misstate of their system

6:52 what about the misstate of their system

6:52 what about the misstate of their system so the vestibular system is super

6:54 so the vestibular system is super

6:54 so the vestibular system is super important because it coordinates

6:56 important because it coordinates

6:56 important because it coordinates balanced eye position posture and

6:58 balanced eye position posture and

6:58 balanced eye position posture and attention so spinning rolling down hills

7:02 attention so spinning rolling down hills

7:02 attention so spinning rolling down hills hanging upside down all enhance the

7:05 hanging upside down all enhance the

7:05 hanging upside down all enhance the development of this system and kids who

7:08 development of this system and kids who

7:08 development of this system and kids who don't get an opportunity to engage in

7:10 don't get an opportunity to engage in

7:10 don't get an opportunity to engage in these sorts of activities either because

7:11 these sorts of activities either because

7:11 these sorts of activities either because they're not playing outside or because

7:13 they're not playing outside or because

7:13 they're not playing outside or because they're playing on these over-engineered

7:15 they're playing on these over-engineered

7:15 they're playing on these over-engineered playgrounds may not properly develop

7:19 playgrounds may not properly develop

7:19 playgrounds may not properly develop this system and they may follow a lot

7:22 this system and they may follow a lot

7:22 this system and they may follow a lot now the other thing that the vestibular

7:25 now the other thing that the vestibular

7:25 now the other thing that the vestibular system is super important for is

7:28 system is super important for is

7:28 system is super important for is coordinating attention and concentration

7:32 coordinating attention and concentration

7:32 coordinating attention and concentration children who don't have well-developed

7:35 children who don't have well-developed

7:35 children who don't have well-developed the state of their systems will fidget

7:38 the state of their systems will fidget

7:38 the state of their systems will fidget or rock back and forth in order to

7:41 or rock back and forth in order to

7:41 or rock back and forth in order to activate this system and keep alert and

7:43 activate this system and keep alert and

7:43 activate this system and keep alert and if you talk to teachers there's a lot of

7:45 if you talk to teachers there's a lot of

7:45 if you talk to teachers there's a lot of that kind of behavior happening in the

7:47 that kind of behavior happening in the

7:47 that kind of behavior happening in the classroom these days and what about

7:50 classroom these days and what about

7:50 classroom these days and what about decision making well decision making is

7:53 decision making well decision making is

7:53 decision making well decision making is kind of like a muscle that needs to be

7:54 kind of like a muscle that needs to be

7:54 kind of like a muscle that needs to be exercised studies have shown that when

7:58 exercised studies have shown that when

7:58 exercised studies have shown that when children are allowed to follow their

7:59 children are allowed to follow their

8:00 children are allowed to follow their natural instincts and expose themselves

8:01 natural instincts and expose themselves

8:01 natural instincts and expose themselves to risk they develop clear strategies

8:04 to risk they develop clear strategies

8:04 to risk they develop clear strategies for minimizing harm they become more

8:06 for minimizing harm they become more

8:06 for minimizing harm they become more resilient more confident more

8:08 resilient more confident more

8:08 resilient more confident more self-controlled they're better able to

8:10 self-controlled they're better able to

8:10 self-controlled they're better able to work in groups they're more adaptable

8:13 work in groups they're more adaptable

8:13 work in groups they're more adaptable and they're more have their ability to

8:17 and they're more have their ability to

8:17 and they're more have their ability to regulate their emotions play that

8:20 regulate their emotions play that

8:20 regulate their emotions play that involves child Direction not adult

8:23 involves child Direction not adult

8:23 involves child Direction not adult direction is what's key so organized

8:26 direction is what's key so organized

8:26 direction is what's key so organized sports don't have the same effect let's

8:29 sports don't have the same effect let's

8:29 sports don't have the same effect let's dive a little bit deeper into this

8:31 dive a little bit deeper into this

8:31 dive a little bit deeper into this particular impact of risky play in

8:33 particular impact of risky play in

8:33 particular impact of risky play in childhood do risky play experiences

8:36 childhood do risky play experiences

8:36 childhood do risky play experiences early in life affect risk-taking

8:38 early in life affect risk-taking

8:38 early in life affect risk-taking decisions in adolescence if we never

8:42 decisions in adolescence if we never

8:42 decisions in adolescence if we never learn how to manage the risks around

8:43 learn how to manage the risks around

8:43 learn how to manage the risks around climbing a tree or walking a street

8:46 climbing a tree or walking a street

8:46 climbing a tree or walking a street across the stream on a log or making our

8:48 across the stream on a log or making our

8:48 across the stream on a log or making our way through a forest how can we can

8:50 way through a forest how can we can

8:50 way through a forest how can we can negotiate more high risk decisions like

8:52 negotiate more high risk decisions like

8:52 negotiate more high risk decisions like sexuality drugs or extreme sports to

8:57 sexuality drugs or extreme sports to

8:57 sexuality drugs or extreme sports to understand this a little better let's

8:59 understand this a little better let's

8:59 understand this a little better let's take a look at brain development by the

9:01 take a look at brain development by the

9:01 take a look at brain development by the age of six

9:02 age of six

9:02 age of six our brains are 90

9:04 our brains are 90

9:04 our brains are 90 percent of adult size but there's a

9:05 percent of adult size but there's a

9:06 percent of adult size but there's a whole lot of dynamic changes still

9:07 whole lot of dynamic changes still

9:07 whole lot of dynamic changes still happening in the brain when it comes to

9:09 happening in the brain when it comes to

9:09 happening in the brain when it comes to risk-taking there's two parts of the

9:11 risk-taking there's two parts of the

9:11 risk-taking there's two parts of the brain in particular that are critical

9:13 brain in particular that are critical

9:13 brain in particular that are critical the prefrontal cortex and the limbic

9:15 the prefrontal cortex and the limbic

9:15 the prefrontal cortex and the limbic system and both of these are undergoing

9:16 system and both of these are undergoing

9:16 system and both of these are undergoing a lot of changes during adolescence the

9:19 a lot of changes during adolescence the

9:19 a lot of changes during adolescence the limbic system is responsible for reward

9:21 limbic system is responsible for reward

9:21 limbic system is responsible for reward processing emotions risk-taking while

9:25 processing emotions risk-taking while

9:25 processing emotions risk-taking while the prefrontal cortex controls our

9:27 the prefrontal cortex controls our

9:27 the prefrontal cortex controls our impulses it's kind of like the police

9:29 impulses it's kind of like the police

9:29 impulses it's kind of like the police for the limbic system now advances in

9:32 for the limbic system now advances in

9:32 for the limbic system now advances in MRI technology have been amazing they

9:34 MRI technology have been amazing they

9:34 MRI technology have been amazing they allow us to look at the development of

9:35 allow us to look at the development of

9:35 allow us to look at the development of these various regions of the brain the

9:37 these various regions of the brain the

9:37 these various regions of the brain the structure and size their level of

9:39 structure and size their level of

9:39 structure and size their level of activity their interconnectedness so

9:42 activity their interconnectedness so

9:42 activity their interconnectedness so what does MRI tell us well it's helpful

9:44 what does MRI tell us well it's helpful

9:44 what does MRI tell us well it's helpful to think about nerve cells or neurons as

9:48 to think about nerve cells or neurons as

9:48 to think about nerve cells or neurons as an aspen tree like this with regions of

9:51 an aspen tree like this with regions of

9:51 an aspen tree like this with regions of the brain represented by groves and the

9:55 the brain represented by groves and the

9:55 the brain represented by groves and the forest represented representing the

9:57 forest represented representing the

9:57 forest represented representing the brain itself as nerve cells or neurons

10:00 brain itself as nerve cells or neurons

10:00 brain itself as nerve cells or neurons grow they develop more branches or

10:02 grow they develop more branches or

10:02 grow they develop more branches or dendrites their bark or myelin sheath

10:06 dendrites their bark or myelin sheath

10:06 dendrites their bark or myelin sheath becomes thicker and more efficient at

10:08 becomes thicker and more efficient at

10:08 becomes thicker and more efficient at transmitting messages and they become

10:10 transmitting messages and they become

10:10 transmitting messages and they become more interconnected dopamine which is a

10:13 more interconnected dopamine which is a

10:13 more interconnected dopamine which is a stimulatory chemical in the brain kind

10:14 stimulatory chemical in the brain kind

10:14 stimulatory chemical in the brain kind of like a fertilizer of sorts starts to

10:17 of like a fertilizer of sorts starts to

10:17 of like a fertilizer of sorts starts to bathe the limbic system earlier and more

10:19 bathe the limbic system earlier and more

10:19 bathe the limbic system earlier and more generously than it does the prefrontal

10:21 generously than it does the prefrontal

10:21 generously than it does the prefrontal cortex and gaba which is kind of like an

10:24 cortex and gaba which is kind of like an

10:24 cortex and gaba which is kind of like an inhibitory chemical in the brain kind of

10:26 inhibitory chemical in the brain kind of

10:26 inhibitory chemical in the brain kind of don't do it chemical is really hard to

10:28 don't do it chemical is really hard to

10:28 don't do it chemical is really hard to find so enjoy believe it or not so in

10:32 find so enjoy believe it or not so in

10:32 find so enjoy believe it or not so in childhood

10:32 childhood

10:32 childhood both the prefrontal cortex and the

10:35 both the prefrontal cortex and the

10:35 both the prefrontal cortex and the limbic system are similarly small and

10:37 limbic system are similarly small and

10:37 limbic system are similarly small and undeveloped but they're balanced so

10:40 undeveloped but they're balanced so

10:40 undeveloped but they're balanced so children are impulsive but they're not

10:43 children are impulsive but they're not

10:43 children are impulsive but they're not driven to take great risks for rewards

10:45 driven to take great risks for rewards

10:45 driven to take great risks for rewards or emotional reasons in fact studies

10:48 or emotional reasons in fact studies

10:48 or emotional reasons in fact studies have shown that it can be pretty

10:49 have shown that it can be pretty

10:49 have shown that it can be pretty analytical when it comes to taking risks

10:52 analytical when it comes to taking risks

10:52 analytical when it comes to taking risks they take risks but they consider the

10:53 they take risks but they consider the

10:53 they take risks but they consider the hazards in adolescence this balance is

10:56 hazards in adolescence this balance is

10:56 hazards in adolescence this balance is lost because the limbic system develops

10:59 lost because the limbic system develops

11:00 lost because the limbic system develops much earlier and rapid more rapidly than

11:02 much earlier and rapid more rapidly than

11:02 much earlier and rapid more rapidly than the prefrontal cortex becoming a forest

11:04 the prefrontal cortex becoming a forest

11:04 the prefrontal cortex becoming a forest while the prefrontal cortex remains a

11:07 while the prefrontal cortex remains a

11:07 while the prefrontal cortex remains a sapling

11:09 sapling

11:09 sapling so let's take a little closer look at

11:12 so let's take a little closer look at

11:12 so let's take a little closer look at what are some of the determinants of

11:14 what are some of the determinants of

11:14 what are some of the determinants of risk-taking in adolescence so on an

11:18 risk-taking in adolescence so on an

11:18 risk-taking in adolescence so on an individual level gender and temperament

11:21 individual level gender and temperament

11:21 individual level gender and temperament are particularly important boys and some

11:23 are particularly important boys and some

11:23 are particularly important boys and some more so than others tend to take more

11:25 more so than others tend to take more

11:25 more so than others tend to take more political risks

11:26 political risks

11:26 political risks girls more social and emotional risk

11:29 girls more social and emotional risk

11:29 girls more social and emotional risk messages from and more importantly the

11:32 messages from and more importantly the

11:32 messages from and more importantly the actions of our siblings and our parents

11:34 actions of our siblings and our parents

11:34 actions of our siblings and our parents also affect risk-taking behavior and

11:36 also affect risk-taking behavior and

11:36 also affect risk-taking behavior and peer influences are well established by

11:39 peer influences are well established by

11:39 peer influences are well established by the age of eight what about risk

11:42 the age of eight what about risk

11:42 the age of eight what about risk experiences and early childhood now

11:45 experiences and early childhood now

11:45 experiences and early childhood now emerging research and trends and

11:47 emerging research and trends and

11:47 emerging research and trends and behavioral health suggest two ways in

11:50 behavioral health suggest two ways in

11:50 behavioral health suggest two ways in which limited experience with risk in

11:52 which limited experience with risk in

11:52 which limited experience with risk in early childhood can affect risk-taking

11:54 early childhood can affect risk-taking

11:54 early childhood can affect risk-taking behavior in adolescents now young

11:57 behavior in adolescents now young

11:57 behavior in adolescents now young children have natural and appropriate

11:59 children have natural and appropriate

11:59 children have natural and appropriate fears based upon their abilities and as

12:02 fears based upon their abilities and as

12:02 fears based upon their abilities and as they expose themselves to risk they

12:04 they expose themselves to risk they

12:04 they expose themselves to risk they outgrow these fears as their skills

12:06 outgrow these fears as their skills

12:06 outgrow these fears as their skills develop without risky play children may

12:09 develop without risky play children may

12:09 develop without risky play children may never experience this ability to cope

12:13 never experience this ability to cope

12:13 never experience this ability to cope with and overcome their fears and may

12:15 with and overcome their fears and may

12:15 with and overcome their fears and may develop extreme risk aversion and

12:17 develop extreme risk aversion and

12:17 develop extreme risk aversion and anxiety and that's what we're seeing

12:19 anxiety and that's what we're seeing

12:19 anxiety and that's what we're seeing actually if you according to the

12:22 actually if you according to the

12:22 actually if you according to the National Institutes of mental health

12:24 National Institutes of mental health

12:24 National Institutes of mental health anxiety is epidemic among our children

12:27 anxiety is epidemic among our children

12:27 anxiety is epidemic among our children with nearly one in four children

12:28 with nearly one in four children

12:28 with nearly one in four children diagnosed with a disorder at the other

12:32 diagnosed with a disorder at the other

12:32 diagnosed with a disorder at the other end limited opportunities to experience

12:36 end limited opportunities to experience

12:36 end limited opportunities to experience risk manage risk and experience the

12:38 risk manage risk and experience the

12:38 risk manage risk and experience the negative consequences of risky play in

12:41 negative consequences of risky play in

12:41 negative consequences of risky play in childhood can lead to excessive

12:43 childhood can lead to excessive

12:43 childhood can lead to excessive risk-taking in adolescence and studies

12:45 risk-taking in adolescence and studies

12:45 risk-taking in adolescence and studies and showed in fact that there's a lot of

12:47 and showed in fact that there's a lot of

12:47 and showed in fact that there's a lot of variability in the development of the

12:49 variability in the development of the

12:49 variability in the development of the prefrontal cortex with more mature

12:51 prefrontal cortex with more mature

12:51 prefrontal cortex with more mature adolescent decision-makers having

12:53 adolescent decision-makers having

12:53 adolescent decision-makers having increased activity in this region of the

12:55 increased activity in this region of the

12:55 increased activity in this region of the brain and studies and rats have actually

12:57 brain and studies and rats have actually

12:57 brain and studies and rats have actually shown the same thing rats with plentiful

13:00 shown the same thing rats with plentiful

13:00 shown the same thing rats with plentiful 3play opportunities have enhanced

13:02 3play opportunities have enhanced

13:02 3play opportunities have enhanced maturation of their prefrontal cortex

13:05 maturation of their prefrontal cortex

13:05 maturation of their prefrontal cortex and better impulse control

13:06 and better impulse control

13:06 and better impulse control so using this analogy of the aspen tree

13:10 so using this analogy of the aspen tree

13:10 so using this analogy of the aspen tree early and ample risky play opportunities

13:14 early and ample risky play opportunities

13:14 early and ample risky play opportunities may actually feed that prefrontal cortex

13:18 may actually feed that prefrontal cortex

13:18 may actually feed that prefrontal cortex so by the time they reach adolescence it

13:20 so by the time they reach adolescence it

13:20 so by the time they reach adolescence it doesn't lag so far behind

13:23 doesn't lag so far behind

13:23 doesn't lag so far behind the limbic system better impulse control

13:25 the limbic system better impulse control

13:25 the limbic system better impulse control to balance that desire for rewards would

13:28 to balance that desire for rewards would

13:28 to balance that desire for rewards would be a boon for any adolescent and

13:30 be a boon for any adolescent and

13:30 be a boon for any adolescent and certainly an adolescent who may already

13:32 certainly an adolescent who may already

13:32 certainly an adolescent who may already be predisposed higher risk-taking

13:34 be predisposed higher risk-taking

13:34 be predisposed higher risk-taking behavior because their temperament

13:36 behavior because their temperament

13:36 behavior because their temperament children already report that they are

13:38 children already report that they are

13:38 children already report that they are happiest when they are engaged in free

13:41 happiest when they are engaged in free

13:41 happiest when they are engaged in free play and this may seem intuitive but

13:43 play and this may seem intuitive but

13:43 play and this may seem intuitive but here are a bunch more reasons why we

13:46 here are a bunch more reasons why we

13:46 here are a bunch more reasons why we should let children do what feels

13:48 should let children do what feels

13:48 should let children do what feels natural to them kids know what they need

13:51 natural to them kids know what they need

13:51 natural to them kids know what they need to develop their brains their bodies

13:54 to develop their brains their bodies

13:54 to develop their brains their bodies their senses so let's get out of their

13:57 their senses so let's get out of their

13:57 their senses so let's get out of their way and let them wander and explore play

14:01 way and let them wander and explore play

14:01 way and let them wander and explore play in the dirt climb high Whittle play near

14:05 in the dirt climb high Whittle play near

14:05 in the dirt climb high Whittle play near fire take risks and make mistakes

14:08 fire take risks and make mistakes

14:08 fire take risks and make mistakes because this is the best education that

14:11 because this is the best education that

14:11 because this is the best education that we can offer them thank you

14:19 you