Unlike most children who must be told to stop playing, some intellectually gifted children see play as a waste of time and must be actively encouraged to do it. For them, play is not an intuitive activity but a learned skill that must be intentionally developed.

Young employees' perceived lack of resilience isn't a generational flaw but a result of parenting that shielded them from hardship. The decline of teenagers working difficult, blue-collar summer jobs has created adults who are less prepared for the realities of the workplace.

The mere presence of an adult shifts responsibility away from children. They come to expect adults to enforce safety and solve conflicts, which discourages them from developing their own problem-solving skills, risk assessment, and self-reliance.

Psychiatrist Anna Lemke links rising rates of depression and anxiety in the world's richest nations to the overstimulation of our dopamine pathways. Constant access to high-pleasure foods, entertainment, and products creates a chronic dopamine deficit state, leaving people unhappier, more irritable, and unable to enjoy simple pleasures.

While well-intentioned, attending every single school recital or sports game can create unrealistic expectations for children. Occasionally missing an event teaches resilience, adaptability, and the reality that life sometimes gets in the way, better preparing them for adulthood.

Increased economic disparity makes parents intensely anxious about their children's future success. This fear drives them to over-schedule and micromanage their kids' lives, focusing on resume-building activities rather than free play, which contributes to a more stressful childhood.

When adults intervene in children's unstructured play to "teach" them the "right" way to do things, they often strip the activity of its imaginative joy and engagement. This transforms a creative game into a boring, adult-led lesson, diminishing learning and happiness.

Unlike organized activities with fixed rules, unstructured play forces children to invent, negotiate, and adapt rules themselves. This teaches them that rules are not sacrosanct but are mutable agreements created to facilitate fun and fairness for the group.

The 'Wiggle Theory' suggests we are born with a natural, playful 'wiggle' that gets suppressed by the rigid structures of adulthood. Music and other creative acts give people permission to rediscover this innate, non-linear state, unlocking essential emotional channels.