I Hope That's Not A Gun!

Exploring Superhero and Weapon Play.

When I first began teaching in Early Years, the consensus was clear: gun play was strictly off-limits. We were taught to adopt a zero-tolerance approach, with the belief that even a fleeting act of pretend gunplay could spiral into aggression and anti-social behaviour later in life. Anything remotely resembling a weapon—be it a stick, block, or even an innocently pointed finger—was to be swiftly addressed with stern disapproval. The overarching narrative seemed to suggest that if we failed to intervene, we would inadvertently nurture a generation of unruly children.

Yet, as the years passed, I couldn’t help but notice a recurring pattern. Regardless of the school, demographic, or cohort, superhero and weapon play consistently appeared as a natural and often enthusiastic choice for many children. I found myself repeatedly uttering, "I hope that’s not a gun," only to be met with creative retorts like, "No, it’s a hosepipe! I’m watering the garden!" Such ingenuity, while amusing, hinted at something deeper. It became increasingly clear that this type of play was significant for many children, offering high levels of engagement and enjoyment. It wasn’t a coincidence, nor was it something to be dismissed.

As I transitioned into leadership roles and needed to establish clear policies around play, I decided to delve deeper into the research and psychology behind this behaviour. What I discovered completely changed my perspective. Today, I firmly believe that superhero and weapon play has a valuable place in Early Years settings, provided it is thoughtfully understood and well-managed. But, as with all things in Early Years, this requires careful consideration and a nuanced approach.

Why Do Children Engage in Superhero and Weapon Play?

One of the key reasons children gravitate towards this type of play is that it allows them to process their understanding of the world. Young children’s experiences are limited, and they use play as a way to make sense of what they observe. This includes their exposure to media, family dynamics, peer interactions, and, increasingly, world events. Many children are exposed—directly or indirectly—to films, games, and news containing themes of power, conflict, and even violence. Even programmes aimed specifically at children often involve battles, heroes, and villains. For children, superhero and weapon play becomes a natural way to rehearse, re-enact, and make sense of these complex emotions and experiences.

It is important to note that children do not approach this type of play with a literal intent to harm. For them, it is less about aggression and more about exploring concepts like power, control, bravery, and risk. Role play—be it as a superhero, a firefighter, or a police officer—offers a controlled environment where they can safely explore these emotions. Through such play, they can experience and navigate feelings of fear, triumph, and vulnerability, all while learning the boundaries of acceptable behaviour.

Understanding the Benefits of Superhero and Weapon Play

Research increasingly supports the developmental benefits of this type of play. According to Tina Bruce’s 12 indicators of quality play, activities like superhero and weapon play often demonstrate characteristics of deep engagement, creativity, and collaboration. These indicators include:

1. Using first-hand experiences.

2. Making up rules.

3. Making props.

4. Choosing to play.

5. Rehearsing the future.

6. Pretending.

7. Playing alone.

8. Playing together.

9. Having a personal agenda.

10. Being deeply involved.

11. Trying out recent learning.

12. Coordinating ideas, feelings, and relationships for free-flow play.

When you observe children engaged in superhero play, you will often see these elements in abundance. They create scenarios, assign roles, negotiate rules, and navigate social dynamics—all while developing communication, problem-solving, and emotional regulation skills. Far from being “low-quality” or “empty” play, it is often rich with potential for learning.

Moreover, there is growing evidence to suggest that such play helps children develop resilience. By engaging in scenarios that involve risk and conflict, children learn to manage fear and uncertainty in a controlled way. This “safe danger” is crucial for building confidence and adaptability. A 2022 study by Coates and Pugh highlights the role of fantasy play in helping children process complex emotions and develop cognitive flexibility, an essential skill for lifelong learning.

Addressing Concerns and Misconceptions

As adults, we often view superhero and weapon play through a literal lens, equating it with aggression or violence. However, it is crucial to separate intent from behaviour. The majority of children engaging in this type of play are not motivated by a desire to harm but by an innate need to explore power dynamics and emotional responses.

There are, of course, valid concerns about safety and boundaries. Left unchecked, play fighting can escalate into actual conflict. This is why it is essential for practitioners to establish clear guidelines and actively facilitate this type of play. For example:

• Set clear boundaries: Define what is acceptable and what is not. For instance, no physical contact or intentional harm.

• Provide resources: Offer props that channel the play constructively, such as capes, masks, or foam swords.

• Model appropriate behaviour: Use role-play scenarios to demonstrate positive interactions and problem-solving strategies.

• Observe and intervene thoughtfully: Step in if the play becomes unsafe or exclusionary, but avoid shutting it down unnecessarily.

Creating a Policy for Superhero and Weapon Play

If you decide to embrace this type of play in your setting, it is essential to develop a clear and cohesive policy. This involves:

1. Engaging the team: Hold discussions with staff to address concerns, share research, and build a shared understanding of the benefits.

2. Communicating with parents: Explain the rationale behind supporting superhero and weapon play, addressing any misconceptions they may have.

3. Providing training: Equip staff with strategies to facilitate and extend this type of play effectively.

4. Monitoring and reviewing: Regularly assess the impact of the policy, making adjustments as needed.

A Gendered Perspective

It is worth noting that while superhero and weapon play is often associated with boys, girls also benefit from opportunities to explore themes of power and control. However, social conditioning often encourages girls to express these emotions through language and relationships rather than physical play. By offering a variety of resources and scenarios, practitioners can ensure that all children feel included and valued.

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Final Thoughts

As educators, our goal is to nurture well-rounded, emotionally resilient children who can navigate the complexities of the world. Superhero and weapon play, when understood and managed effectively, is a powerful tool for achieving this. It allows children to rehearse real-world scenarios, develop critical social skills, and explore their emotions in a safe and controlled environment.

High-level engagement leads to high-level attainment. By dismissing or discouraging this type of play, we risk disengaging a significant number of learners. Instead, let’s recognise the value of superhero and weapon play as a natural and important part of children’s development. With the right approach, it can be a catalyst for creativity, collaboration, and growth.

For further reading, consider:

• Creative Role Play in the Early Years by Alistair Bryce-Clegg

• We Don’t Play With Guns Here by Penny Holland

• Rethinking Superhero and Weapon Play by Steven Popper

• The Importance of Play in Early Childhood Education by Christopher Pancoast

• The Power of Play: Learning What Comes Naturally by David Elkind

By embracing this form of play, we can support children in becoming confident, empathetic, and capable individuals, ready to face the challenges of the world with courage and creativity.