'Gun Play in Early Years — Yes or No?' - A Comparison of Parent and Practitioner Views on the Place of Gun and Weapon Play in Early Years Settings

Student, A. (2016) 'Gun Play in Early Years — Yes or No?' - A Comparison of Parent and Practitioner Views on the Place of Gun and Weapon Play in Early Years Settings. Undergraduate thesis, University of Chichester.

[img] Text
2016012.v2.pdf - Submitted Version
Restricted to Registered users only
Available under License Creative Commons Attribution.

Download (1MB)


This study set out to explore the place of gun and weapon play within early years settings based on the opinions of parents, early years practitioner and those who were both. The research itself is based on seven semi-structured interviews, adopting a positivist approach through qualitative questioning. This method was chosen as questionnaires lack a richness and depth which was better addressed through interviewing participants.
The participants were selected for their experience as either a parent, practitioner or both. The final participants consisted of two parents who did not work in early years settings, two practitioners who did not have children and three parents who worked within early years settings. Participants were asked for their opinions on whether gun and weapon play should be encouraged or discouraged within settings, whether they could identify any benefits to playing with guns and weapons and how adults should manage gun and weapon play.
The data analysis revealed several key findings: The opinions presented reflected the majority of the literature, adopting a predominantly developmental stance to the issue; there is an apparent media influence on the occurrence of children playing with guns and weapons; when questioned, practitioners responded with a 'yes' to gun play in the early years; adults have a significant role in this type of play and, most importantly, the adults role as a parent or practitioner revealed no significant differences on their stance to this topic.
The data did reveal the possibility for further research, particularly within the developmental role of schematic theory. However, as much of the data corresponds with the key literature and that the existing approaches are justifiably employed, there is little which could be extended to further deepen understanding to this aspect of children's play.

Item Type: Thesis (Undergraduate)
Additional Information: BA (Hons) Degree in Early Childhood
Subjects: H Social Sciences > H Social Sciences (General)
L Education > L Education (General)
L Education > LB Theory and practice of education
Divisions: Departments > Childhood and Youth
Undergraduate Dissertations
Depositing User: Wendy Ellison
Date Deposited: 10 Aug 2017 12:46
Last Modified: 10 Aug 2017 12:46
URI: http://eprints.chi.ac.uk/id/eprint/2715

Actions (login required)

View Item View Item