Tag: weapon play preschool

Reflecting on Weapon Play in Early Childhood: A Cycle of Reflection Approach

~ Storykate ~ Leave a comment

As educators, we often see children engaging in weapon play—whether it’s using sticks as swords, building guns out of blocks, or pretending to be superheroes in battle.

This type of play can be challenging, especially when personal attitudes, societal perspectives, and institutional policies influence our responses. Yet, rather than reacting instinctively, using a structured Cycle of Reflection can help us critically examine our thoughts and actions. This blog post will walk through this process, offering examples and insights to support meaningful reflection.

Step 1: What?

The first step is identifying what challenges us. Weapon play might evoke discomfort due to personal beliefs, concerns about safety, or cultural attitudes toward violence (Carlsson-Paige, 2008). Consider the following questions:

  • What specific aspects of weapon play do I find uneasy?
  • Do I feel differently about children using toy guns versus makeshift ones?
  • Am I more tolerant of superhero battles than war reenactments?

For example,

An educator notices that children in her preschool room frequently build guns out of Lego blocks and engage in imaginary battles. She feels uneasy because she believes early childhood should focus on peace and cooperation. However, she realises that her discomfort is rooted in personal beliefs rather than the children’s intent.

Step 2: Why?

After identifying the challenge, reflect on why it causes you a reaction. Ask yourself:

  • What personal or cultural beliefs shape my views on weapon play?
  • Have past experiences influenced my discomfort?
  • What do I think children learn from this play?

Example:

A male educator grew up in a household where playing with toy guns was not encouraged by parents. Now, as a teacher, he instinctively stops children from engaging in weapon play. However, upon reflection, he realises that this play helps children explore power dynamics, negotiation, and social roles (Holland, 2003).

Step 3: When Do I Intervene?

Not all weapon play is harmful, but understanding when to step in is crucial.

Consider:

  • Is this type of play making any child uncomfortable?
  • Are children being excluded or forced into roles?
  • Is the play escalating into aggression?
  • Do you have children from refugee background or children who experienced complex trauma?

If any of this is true, it may not be an overreaction and you may review gun play with children to be inclusive.

For example,

A group of children are playing “police and robbers.” One child keeps insisting another must “go to jail” and refuses to let them out. The educator observes frustration building and intervenes to discuss fairness and role-sharing, helping the children renegotiate their game.

Step 4: Record

Documenting reflections can reveal patterns and growth.

I like writing and recording my voice notes or just talking with a colleague about what happened.

  • Journaling thoughts after challenging interactions
  • Using voice notes to capture immediate reactions
  • Reviewing policies on weapon play

For example,

A preschool team keeps a shared reflection journal where educators document how they respond to weapon play. Over time, they notice they intervene less frequently as they grow more comfortable distinguishing between imaginative play and problematic behaviour.

Step 5: Analyse

Compare reflections with educational theories and frameworks. The Early Years Learning Framework (EYLF) encourages play as a tool for social learning (DEEWR, 2009). Similarly, Vygotsky’s (1978) theory highlights how pretend play fosters cognitive and social development.

For example,

An educator reflects on superhero play and realises it helps children develop teamwork and moral reasoning. Instead of banning it, she introduces discussions on fairness, responsibility, and consent during group play.

Step 6: Take Action

Finally, use insights to inform practice. If weapon play is entirely banned, consider structured alternatives like:

  • Encouraging storytelling about heroes and conflicts
  • Offering role-play scenarios that explore problem-solving
  • Setting clear rules that balance imaginative play with respect for others

Example:

After reflecting, an educator decides to introduce a “peacekeepers” role in dramatic play. Children playing as heroes must resolve conflicts with words before using imaginary battles, reinforcing problem-solving skills.

Weapon play is complex, but engaging in a Cycle of Reflection allows educators to approach it with curiosity rather than immediate restriction. By asking “What?” “Why?” and “When do I intervene?” alongside documenting, analysing, and taking action, we can better support children’s play while aligning with educational values.

Do you have experiences with weapon play in your classroom? Share your reflections in the comments!

References

Carlsson-Paige, N. (2008). Taking back childhood: A proven road map for raising confident, creative, compassionate kids. Plume.

Department of Education, Employment and Workplace Relations (DEEWR). (2009). Belonging, being & becoming: The early years learning framework for Australia. Commonwealth of Australia.

Holland, P. (2003). We don’t play with guns here: War, weapon and superhero play in the early years. Open University Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.