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We don't play with guns here: War, Weapon and Superhero Play in the Early Years (Debating Play), by Penny Holland
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- "A significant contribution to the continuing exploration of the issues surrounding the learning potential of young children's play. Holland's writing is engaging, her subject is of considerable interest, and her approach succeeds in challenging many of the taken-for-granted assumptions in several areas of the debate. Early childhood educators, those preparing to become early childhood educators, and those who accompany them on this journey will find much that is worthwhile and provocative in this book." Discourse
"This book will be a valuable support to all practitioners who do not enjoy 'policing' children's play themes." Nursery World
War, weapon and superhero play has been banned in many early childhood settings for over 30 years. This book explores the development and application of a zero tolerance approach through the eyes of children and practitioners.
The author challenges the key rationale for linking aggressive play themes to violent behaviour. She examines play where children are allowed to construct weapons and enact goodies/baddies and superhero scenarios with sensitive adult guidance, and explores the generally positive experiences of children and practitioners. Rather than reading this form of play as the beginning of the slippery slope towards anti-social behaviour, readers are invited to view it as an entry point to imaginative play and social development.
We don't play with guns here is a fascinating and insightful contribution to this area of much debate in the early childhood community. The book is key reading for early childhood practitioners, teachers, students, parents and policy makers.
- Sales Rank: #2095292 in Books
- Published on: 2003-04-01
- Original language: English
- Number of items: 1
- Dimensions: 8.50" h x .31" w x 5.30" l, .37 pounds
- Binding: Paperback
- 136 pages
About the Author
Penny Holland has worked in a variety of educational contexts in inner London for the past 20 years, originally as an administrator and development worker in a community education centre. After completing a B.Ed as a mature student she worked across the primary range specialising finally in early childhood, working both in a school nursery class and an under fives centre. For the past three years, following completion of an MA in Early Childhood Education with Care, she has worked at the University of North London as a senior lecturer in Early Childhood Studies.
Most helpful customer reviews
0 of 0 people found the following review helpful.
in pre-school and early primary school do better academically than those that so not
By Steven
When Tony Blair was prim minister he pointed out that boys who play with boys stereotyped toys, including toy guns, in pre-school and early primary school do better academically than those that so not. They are also more likely to undertake higher paid male typical jobs. I recall in the 1980's feminists complaining about boys play having that effect and how to stop them from engaging in it.
3 of 3 people found the following review helpful.
Topical and very readable
By Helen Simpson
A fascinating debate as to whether imaginative play and allowing children to create 'guns' in a play setting encourages violence or allows children to role play and develop skills in a safe environment. As someone who grew up in a climate where more aggressive play wasn't taboo, I found some of the theories particularly interesting. Ideal for degree courses in the childcare sector.
The author argues the case that banning such games/role play could actually have a negative effect on self esteem, and even in some cases (especially boys)a disaffection with education.
Are a group of children 'defeating' Darth Vader involved in "serious drama" or "morbid mischief"?
1 of 1 people found the following review helpful.
Much needed book
By A Reader
I will be using this book in my early childhood education class. Holland's offers important arguments: that children develop more sophistication, differentiation, and self-control when they are able to play with and through aggression in a safe and contained environment; that this brings some children (especially boys) who are otherwise marginalized in the classroom into central participation because their knowledge and competencies are valued rather than ostracized; and that teachers are able to move from policing to observing, learning with, and facilitating the play of children. The zero tolerance policy, while based in good intentions, is wrong-headed, lacking a basis in good research and learning theory, as Holland shows.
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