Is it harmful for children to play with toys that are associated with aggression like toy knives, swords or guns?

Here are answers that Diane Levin gave me years ago about this topic – violent toys – and was included in a document we had years ago, “Frequently Asked Questions.” I hope this can help add some more information about the topic…

Is it harmful for children to play with toys that are associated with aggression like toy knives, swords or guns?

Many parents and teachers worry when children bring toy guns or other toy weapons into their play. There is no simple answer. Children use their play to work out, express, and master their experiences in the family, school, neighborhood, and with the media and if they see real or pretend violence and weapons, they may bring that to their play. Weapons play is also one way children try to meet their need to feel strong and powerful. Not all weapons play is the same and it is important to look at the nature of the play to figure out if it is harmful or not to children. For play to have a positive effect it needs to be controlled by the child, show creativity and imagination, and change over time. That is what happened to weapons play and other play decades ago, when children were playing cops and robbers. But it has dramatically changed in the past decade with children being increasingly exposed to guns and fighting in the news, TV programs, movies, video and computer games, and to “toys of violence” marketed through TV programs and movies. Play has become mostly imitative, - the play with violence often imitates TV scripts, and children often have little opportunity to use creativity and imagination to work out their own ideas about situations. This kind of weapons play can be harmful to children and may contribute to the development of aggressive behaviors.

What should adults do if children spontaneously use their fingers or an object to represent a weapon?

Don't panic! Make sure everyone is safe. Then, watch the weapons play to learn more about what the children are struggling to understand, and what may be worrying them. Look at how creative and imaginative or imitative and repetitive the play seems to be, whether it changes over time, whether it stays focused primarily on violence. Try to keep channels of communication open with children both during and after the play. Help them come up with ways to extend the play, for instance, with more open-ended toys and props such as rescue vehicles and medical equipment or simple discussions about what could happen next. Ask questions about the play without making children feel guilty. Try to follow the children's lead in the roles that you take rather than taking over the play. If the play gets scary or dangerous, gently intervene and redirect it. For example, ask children, "How could people help each other?" Or provide alternative toys. Stop the play if your efforts are failing to keep them safe. Once the play is over talk to children about it. Reassure them about their safety. Answer questions simply. Clear up confusions. Talk about alternatives to the harmful lessons children may be learning about violence, for instance, by asking if there is another way the characters could have solved their problem besides fighting or what would they do in "real life" if they had such a problem.

Train-the-Trainer Workshop at Brandeis University

February 26-27, 2010 (8:30 a.m. - 4:00 p.m.)

Held at Brandeis University (see directions below,) the two-day workshop will feature interactive discussions, small and large groupwork, and topic presentations. Issues and topics we will address include child development, discipline techniques, parenting, conflict resolution, media violence, and violence within communities and families. The workshop gives participants the ability and tools needed to hold parent workshops within their own community.

Registration Information:

Our registration fee of $120.00 includes breakfast and lunch for both days and ACT kit materials.