In our Family Inventors class one week, we had giant tinker toys for the kids to play with. A group of boys designed and built three identical “blasters”. From a tinkering / creativity perspective, I was impressed at how they had worked together to create and replicate something cool.
But once a kid builds a gun, what usually comes next? Gun play.
They were pretending to shoot them at each other, and some kids were having fun, but one child was upset about being shot at. Since weapon play only comes up about once a year in my class, I had to decide in that moment how to respond. We have two simple rules in class:
1. “Be creative, not destructive” or in simpler terms, “Make, don’t break.”
2. “It’s never OK to hurt anyone.”
They had made something creative, but they were using it in a way that was hurting someone. Rather than asking them to take apart their new inventions, I decided to
- Set limits – “Our friend is not having fun. It’s not OK to pretend to shoot at him if it makes him sad.”
- Re-direct. I suggested target shooting. I went to draw a target on the white board, but my husband had the even better idea of drawing asteroids on the white board that the kids would “blast apart” before they could crash into the earth. He would draw, erase, re-draw and so on as they blasted asteroids to save our planet.
It was a very fun game. And it re-framed their blasters. Instead of being weapons to (pretend to) hurt other people with, they were tools used to (pretend to) destroy dangerous objects in the distance before those objects could hurt people.
3. Followed up with the parents in the class to encourage them to think about how they wanted to speak to their kids about guns and weapon play at home.
This situation encouraged me to do some more thinking and more research into the topic. Although with all research, you can find studies to support either side of a topic, it was interesting to see what had been written.
Does aggressive play and weapon play increase actual aggression?
Parents worry that if young children play aggressively or pretend to use weapons, that they will become violent adults. The research shows that just the opposite may be true.
Researchers Hart and Tannock say “If playful aggression is supported, it is highly beneficial to child development. The act of pretending to be aggressive is not equivalent to being aggressive. Role reversal, cooperation, voluntary engagement, chasing and fleeing, restrained physical contact, smiling and laughing are common characteristics of playful aggression.” (Young Children’s Play Fighting and Use of War Toys.)
In one study, researchers found that children who displayed a lot of aggressive behavior in their pretend play were less aggressive in the classroom. The pretend play allowed them to work through some ideas so they did not have to bring them in to their real interactions. Other researchers argue that: “omission of aggressive play in early childhood programmes fosters the underdevelopment of social, emotional, physical, cognitive and communicative abilities in young children.” An example of this is when kids are engaged in rough and tumble play – say wrestling. If they accidentally hurt a friend while playing, they realize the impact of their actions, and we work them through the empathy and apology, and work on healing the relationship – it gives an opportunity we might not have had if wrestling was banned.
Several researchers and authors, including Stuart Brown, Frost and Jacobs, Peter Gray, and Charlie Hoehn have noted that many violent criminals have a history of being deprived of free-play opportunities as kids. Brown’s studies of homicidal males found that being deprived of play as children was strongly associated with violent criminal activity. (Source)
So, we know that kids need to have lots of opportunities for free play to learn a wide variety of social and emotional skills. Kids, in my experience, naturally explore weapon play and aggressive scenarios in pretend play, but it appears that doing so may reduce the likelihood they’ll be violent and aggressive for real. So, given that, how do we, as parents or teachers (who are justifiably distressed by the idea of real gun violence in our country) find an approach to weapon play that feels right to us?
Sometimes we start by understanding the kids’ perspective.
What makes gun play so fascinating? Why are kids so interested in it?
- Guns and other weapons are perceived as powerful. Kids often feel powerless, so the idea of power is intoxicating.
- One way that children learn about and make sense of adult experiences is to play at them. So, if they watched a cooking show, they might play at cooking. If they watch a show with guns in it, they’ll want to play with guns.
- Guns are a way to vanquish bad guys, or monsters. (Note: some children may use magic wands or pixie dust to accomplish the same goal. In both cases, it’s about vanquishing a foe.)
Given all these motivations toward weapon play, it can be hard to successfully ban it. Often attempts to ban it make it even more appealing as the “forbidden fruit.” So, how do we work with it?
Ways to Manage Gun Play:
Ban It: This is a choice many make. I don’t ban it, but if I sense play is moving in that direction, I often provide a distraction to move play in a different direction.
Re-Direct: You can try white board target shooting like we did, or if children are shooting actual missiles (like Nerf guns) you can set up empty cans or some other object for them to try to hit and knock over. Or think about what type of energy the guns might shoot out – Teacher Tom tells a story of children firing “love shooters” at each other.
Some parents make the rule that you can’t shoot your gun at people, only at imaginary bad guys. (I’m not a fan of this one, because I don’t like the us/them mentality that can be common in many political circles, where people who are different are assumed to be “bad guys.” But, that’s a whole other discussion….)
Talk about the power of other options Talk to children about other ways to defeat (or reform or escape) from “bad guys” or other creatures that frighten them. Absolutely at other times in my class, I talk about all sorts of other options. I just find children are much more open to hear that in other contexts than when they are hearing it as the-words-the-teacher-says-when-she-stops-us-from-playing-what-we-wanted-to-play.
Set Limits: It’s fine to limit the times and places where weapon play is allowed. Maybe it’s an outdoor only thing, or only with one particular set of friends, not at school.
If the play is making you feel uncomfortable, you can say that. “I know you guys are playing, but it made me feel sad when you said you wanted to hurt your brother. So, I want you to move to a different game.”
Ask the kids to help make the rules: In a neighborhood squirt gun battle, not everyone wanted to play. I called the kids over and asked them what they thought fair rules were. One said “Only shoot at people who are playing.” I said “How do you know if they’re playing?” “If they have a squirt gun, you can shoot them.” We all agreed that seemed fair. One child had a smart phone in his hand, and said “don’t shoot people with phones!” I had my laptop and agreed “no shooting anyone who is working with electronics, because the water would ruin them.”
That was all the rules we needed for a while, till one child blasted another in the face with a super soaker. The soaked child was upset. New rule: no shooting in the face. Then a car pulled up and kids asked if they could shoot it, and we asked the driver, who agreed. We talked about how we know cars get wet all the time and it doesn’t hurt them, so generalized our rules to say that it was fine to squirt water at any car, but FIRST they needed to make sure all the windows were rolled up so no water could get inside.
Pay attention to other’s feelings: It’s also important to teach kids to notice the impact of their play on others. How do they know if someone else wants to play the shooting game or would rather not participate? (Encourage them to use words to ask, listen to words, notice body language, etc.)
Check In: When kids are engaged in weapon play, occasionally check in and ask: “Are you all having fun? Is anyone feeling worried or scared?” If anyone feels unsafe, the game needs to change. Encourage them to self-initiate occasional check-ins with friends to be sure everyone is having fun.
Think about the toys you buy. Try to find open ended toys that can be played with in a wide variety of ways. They will, of course, sometimes use open-ended toys to create weapons (like tinker toy blasters, or sticks as swords), but at least they are open to other types of play.
If you do buy toy weapons, you may consider choosing ones that look nothing like a real weapon. Also, do safety checks: make sure toy weapons can’t cause real harm.
Consider choosing toys that are “powerful” but don’t tie into violence: If you choose action figures of a superhero or soldier or someone who always does battle, your child is likely to play at battles with it. Think instead about how a child plays with the action figures from “Paw Patrol” who have adventures as they rescue people. Or Spider-Man who swoops in to save people by carrying them away, and webs the bad guy to the wall for the police to pick up later.
Reduce exposure to media violence. And talk about media violence with your child in ways that reinforce your family’s values. (Common Sense Media is a great resource.)
Play Fighting vs. Intent to Harm
It is important to differentiate between play fighting and serious fighting. Play fighting has no intent to harm and is enjoyed by all participants. Even when kids are truly play fighting, it’s a good idea to closely monitor it, as sometimes a child will accidentally hurt another and the harmed child may strike out in real physical anger as a response.
Serious fighting is motivated by anger and a desire to harm, and must be handled with appropriate discipline tools.
Note: If a child has a pattern of purposely hurting other children, and either seems to enjoy that, or shows no empathy or remorse, that is concerning. and you may want to consult with a professional about the situation.
Teaching Empathy and Emotional Literacy
What I have described here on how I handle weapon play is a small portion of all the things I work to teach my children and my students. This conversation takes place in a much broader context, where we work a lot on kindness, empathy, and mutual respect, and where we actively teach emotional literacy skills. These are all essential to raising children to be good, caring adults.
Talk to your children about real guns
Children do need to know about real guns. We need to talk about them. This article in Slate does a fabulous job of addressing this topic.
We also have to understand that research shows that no matter how many times we tell a child not to touch a real gun, if they see one they are likely to touch it. So, we also need to talk with other adults about how to keep real guns away from our kids. Also, check out advice from Seattle Children’s Hospital about gun safety: http://www.seattlechildrens.org/Kids-Health/Parents/First-Aid-and-Safety/Home-Sweet-Home/Gun-Safety/.
Your mileage may vary
What I have written here comes from my own experience, and I need to address the privilege of my experience. As a white person in an upper middle class, suburban, politically liberal city, real gun violence is not present in the day to day lives of my children or my students. What I feel is appropriate to my setting may or may not be appropriate to yours.
What I write here is about play and young children. As children get older, we will talk more to them about the real harms of real weapons, and more about the impacts of their actions on others. There is much more to consider on this topic as they age.
In my own experience. I grew up in Wyoming in the 60’s and 70’s. We played with cap guns, BB guns, squirt guns, toy bow and arrows, toy swords. I loved shooting all these things at siblings and friends! Yet, as an adult, I am an extreme pacifist. I have never touched an actual gun, by conscious choice, and I advocate for strict gun control laws. My siblings and childhood friends who were raised in the same environment vary in their choices: some keep guns in the home for self-defense, some own rifles for hunting, or enjoy target shooting. Others, like me, avoid guns. But none of my family or friends are aggressors – there are no cases of gun violence or gun accidents among us.
But when I was in junior high and high school, I lost 3 or 4 classmates to guns (either suicides or accidental shootings.) I do not take gun use lightly! But, I have found that having a well-thought out, open discussion about weapon play is a first step to meaningful conversations with kids about guns. For me, as a parent and teacher, this works better than trying to avoid the topic by banning weapon play.
Read more on this topic:
- Best source: It’s Fine for Kids to Play with Pretend Guns is a great overview: www.slate.com/articles/life/the_kids/2015/07/should_you_let_your_kids_play_with_toy_guns_yes_but_keep_them_away_from.single.html
- Weapon Bans: https://www.parentmap.com/article/weapons-ban-just-how-bad-are-toy-guns-for-kids.
- Keeping Kids from Toy Guns: www.theatlantic.com/national/archive/2013/08/keeping-kids-from-toy-guns-how-one-mother-changed-her-mind/278518/
- Superheroism and War Play in the Classroom: https://preschoolpunks.wordpress.com/2006/07/29/super-heroism-and-war-play-in-the-preschool/
- Beyond Banning War and Superhero Play: http://www.education.com/reference/article/banning-war-superhero-play-children/
- Gun Play: http://www.journalofplay.org/sites/www.journalofplay.org/files/pdf-articles/1-2-article-gun-play.pdf (long but interesting academic discussion)