Weapon and superhero play policy guidance
Early Years Foundation Stage links
Statutory framework: Managing behaviour (3.50); Equal opportunities (3.66)
Development Matters: Characteristics of Effective Learning (p.6-7); Personal Social and Emotional Development: Managing Feelings and Behaviour (p.12-14)
This is a non statutory policy
Legislation Links:
N/A
Content Guidance - what should be included:
* A Policy statement that encapsulates the ethos of the setting and the value placed on fantasy play that includes superhero and weapon play.
* Strategies for managing play to ensure that any issues or boundary crossing can be effectively and consistently managed
* Ground rules and boundaries for children and what will happen if these rules are broken for example will you allow wrestling, play shooting etc.
* Staff intervention strategies
* How will you deal with conflicts and disagreements i.e. conflict resolution - link to behaviour management policy
* How you will ensure that practitioners are nearby to observe and extend play (key person)
* How you will follow children's interests and individual learning styles and how you plan superhero and weapon play to support learning and development in the seven areas of learning
* A statement that children not interested in superhero play will not have to take part
* How the nursery will provide materials to support and extend the play e.g. cloaks, jackets, hats and bags and found materials to make or use props
* How you will support superhero and weapon play in the outdoor environment.
* How you will involve parents ( link to parental involvement/engagement policy)
* How you plan to address concepts such as good and evil, life and death, strength and power, gender and identity.
It is essential to ensure that parents are aware of the setting policy on weapon and superhero play from the outset, this will ensure good communication and strengthen home learning links
Points for consideration:
* Rationale for policy: Current research suggests that children learn important lessons by exploring these themes in a safe arena of play, for example, concepts such as good and evil, life and death, strength and power, gender and identity. (B. Martin 2011)
When children are not able to explore these impulses openly then they may be more inclined to become secretive and duplicitous in their play and miss out on the opportunities of adult engagement.
When children are able to extend weapon play this can lead on to rescue and reconciliation play.
If we really believe in promoting children's interests then why are we not taking seriously the interests of some children? Are we giving boys the same opportunity to explore imaginative play as the girls - whether this is through superhero play or other imaginative interests? This supports inclusive practice.
Children already know about superheroes / characters from popular culture, they don't need to be taught about them - we need to VALUE this knowledge.
A Policy will support practitioners and parents to respond appropriately to superhero and weapon play.
* Consider whether adults working in the setting as well as children should have the right to decline involvement.
* Ground rules and boundaries should be drawn up in discussion with children. For example: areas where play is allowed away from quieter areas; ensuring that children who may not feel comfortable with weapon or superhero play do not have it thrust upon them.
* Weapon licences for children involved in superhero and weapon play can be made with children in advance of their play (CLD)
* Consider whether manufactured toy and replica weapons will be used or only those made from construction materials or in the making area.
* Will you allow toys /costumes from home to be brought in to the nursery and if so will there be any exceptions (e.g. toy guns, scary masks etc.)?
* We all take things with us when we go out, why shouldn't the children. W
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