Gun play is a controversial topic in early childhood. Our ideas of childhood as a time of joy, safety and purity can be challenged when we see children engaging in games exploring concepts of conflict and power. As adults, many of us have cultivated a lifetime of negative memories, experiences or feelings towards guns.
However, as educational professionals, we aim to be aware of our internal thoughts, feelings and experiences, and reflect on the ways in which these deeply held notions may impact our pedagogical thinking and practice. Gun play is a perfect example of where this deep critical reflection is essential.
In my eleven years in the sector, I’ve yet to encounter a year where some children weren’t interested in guns. However, the nature of their play, the depth of interest, and the context have varied significantly with each class group.
The EYLF V2.0 defines play as ‘defined by a range of characteristics including freely chosen, self-directed, pleasurable, meaningful, symbolic and intrinsically motivating’ (EYLF V2.0, P.67). The idea of play as meaningful and symbolic is essential in our thinking around this topic; theorists and researchers have long explored the role play has in allowing children a vehicle to explore their world, their life, power, and different perspectives.
A theoretical perspective: Bronfenbrenner’s ecological systems theory
When unpacking something like gun play, which may stir strong feelings of disapproval within many, Bronfenbrenner’s ecological systems theory can help us understand the broader context of children’s play.
The ecological systems theory highlights what we already know: that children are not empty vessels, but instead people who are existing in a range of complex contexts and communities. Figure 1 shows how a child is directly impacted by their family, experiences and culture, which is in turn impacted by kinship and cultural influences; community environments, networks and services; and broader economic, political, social and environmental influences (VEYLDF, 2018, p.5).
If we view children as complex individuals using play to make sense of the various ecological systems and communities in their lives, we can begin to understand that gun play is not a 'lesser' form of play. Rather, it offers children a profound way to process and explore complex themes such as power, conflict, protection, and survival. Through this type of play, children reflect their understanding of the world, shaped by and expressed through their interactions. It provides valuable insights into their developing perceptions of societal and cultural influences.
Figure 1: Bronfenbrenner’s Ecological Systems Model
(Source: VEYLDF, Pg 5)
A case study: Eva*
The first service I worked in was a community-managed long day care setting, right on the rural-urban fringe of Melbourne. Many of the families utilising the service lived on larger, rural properties. At this service, it was not uncommon for parents to own guns, and to have hobbies such as hunting for big game.
While working with a group of three-year-olds, there was a girl named Eva who had a strong interest in guns. Her father was a deer hunter, and hunting themes naturally emerged in her play as she pretended to 'catch' or 'shoot' animals. Her gun play was never aimed at her peers but was something she confidently discussed with both adults and children. She even had her ears pierced and requested her first studs be shaped like guns—a choice that reflected a special bond with her father.
Had we implemented a “we don’t play with guns here” type rule, we would have been limiting her self-expression, and her ability to play in a way where she is exploring the themes of her own life.
A case study: Kai*
Kai was in a preschool group I taught a few years ago. He was a very articulate, friendly, and social child, with a large group of close friends at the service. Both of Kai's parents were police officers, and Kai was very aware of his parents role, and that they both had guns.
Often his play was oriented around catching “baddies” and using weapons (guns as well as batons). Kai's interest expanded in the group, and his friends would play these imaginary games most days. Generally, the “baddies” were imaginary, and the shooting would be directed at imaginary targets. Occasionally, the targets were his friends.
Whenever we tried to talk about this play with Kai, he was always quick to remind us “my mum and dad have guns because they have to catch baddies when they go to work”.
As much as this play wasn’t something that I was entirely comfortable with, nor would I ever actively promote, it was very clear that Kai's play was symbolic; a vehicle where he was exploring something which was very relevant to his home life.
My co-educators and I would often check in with Kai and his friends to ensure that everyone involved in the play felt safe and respected.
*The names of the children in this article have been altered to protect their identity.
Responding to gun play in an ECEC setting
In my own practice, I make it a point not to encourage play involving weapons or guns. However, as someone who strongly believes in the power of play, I also feel it’s not my role to 'police' children’s play. If I intervened and redirected every negative theme, I’d be interrupting their play every five minutes.
Years ago, while working at a community-based service, I spoke with a more experienced educator about my discomfort with gun play at the time. When gun play emerged, he would sit nearby and observe. If a child involved him in the play—by pretending to shoot him or asking if he was a 'baddie' or a 'goodie'—he would calmly say, 'I don’t like guns, they can hurt people,' and leave it at that.
As an experienced educator, it took me time to learn the importance of leaving my ‘adult’ preconceived notions at the door. Just as I reflect deeply on themes like guns, conflict, and power, children do too—though their vehicle for exploration is often play.
Reflective questions:
- Is this form of play inherently bad, or am I placing judgment on it by using my adult lens?
- Is this form of play reflective about any of the children’s ecosystems?
- Where is the interest in guns and weapons emerging from?
- Are the children within the play feeling safe, or able to express when feeling unsafe?
Further reading:
Teacher Tom - Gun Play https://teachertomsblog.blogspot.com/2011/03/gun-play.html
Pennie Brownlee - Bang, You're Dead https://penniebrownlee.weebly.com/uploads/1/0/4/3/10437917/bang_bang_youre_dead_1.pdf
Marc Armitage - Toy Guns and Robbers - https://www.marc-armitage.com/blog-archive/toy-guns-and-robbers-real-or-un-real_111s38
Meg Anastasi via CELA’s Amplify! Blog - Navigating the boundaries of rough and tumble play
https://www.cela.org.au/publications/amplify!-blog/apr-2024/navigating-the-boundaries-of-rough-and-tumble-play