Problems
Educators are pressured to disregard the benefits of aggressive socio-dramatic play resulting in prohibition of various forms of the play, particularly play fighting4,9 and engagement with war toys. However, the elimination of play fighting and war toys by parents and educators may have a significant impact on young children’s development. Research suggests that the optimal education and development of young children, particularly boys, is not being met when playful aggressive tendencies are forbidden.4,6,7,10 Further, educational programs that restrict play types may foster play deficits, which inadvertently will leave children unprepared for future experiences.11 While educators are often uncomfortable with play fighting and with war toys, it can be argued that the omission of these forms of play in early childhood programs limits opportunities for development of social, emotional, physical, cognitive and communicative abilities in young children.
Problems Educators are pressured to disregard the benefits of aggressive socio-dramatic play resulting in prohibition of various forms of the play, particularly play fighting4,9 and engagement with war toys. However, the elimination of play fighting and war toys by parents and educators may have a significant impact on young children’s development. Research suggests that the optimal education and development of young children, particularly boys, is not being met when playful aggressive tendencies are forbidden.4,6,7,10 Further, educational programs that restrict play types may foster play deficits, which inadvertently will leave children unprepared for future experiences.11 While educators are often uncomfortable with play fighting and with war toys, it can be argued that the omission of these forms of play in early childhood programs limits opportunities for development of social, emotional, physical, cognitive and communicative abilities in young children.
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