The sound of toy guns in classrooms has long been silenced, as educators discourage children from playing gun games and pretending to be superheroes. However, recent research suggests that this approach may do more harm than good. Penny Holland, a researcher behind the study, previously believed in the "zero tolerance" policy towards violent play. As a mother, aunt, and nursery worker, she discouraged play-fighting, Lego guns, and acting out superhero fantasies. However, she became concerned about the effects of constant reprimand on children, particularly boys. Holland’s research reveals that this negative attention can cause children to become withdrawn, dispirited, and lose their sense of belonging.
Holland’s observational research found that when educators worked with children’s play, rather than against it, children became more socially integrated, developed construction skills, and enjoyed longer imaginative playtime. Other children joined in the games, and as they developed, the role of weapons diminished. Girls also started to get involved, contributing their own imaginary scenarios to the games.
Holland believes that the key issue is for educators to support children in working through violent themes, rather than ignoring them or blaming children for their interests. She suggests that children are exposed to violent media and that adults must take responsibility for guiding children through these themes.
Anne Longfield, the director of the Kids’ Club Network, worries that facilitating play requires a time-consuming and sophisticated approach, which may not be available to all educators. John Bangs, the head of education at the National Union of Teachers, agrees that there is a risk of children becoming obsessive about guns and urges parents to monitor children’s influences.
