Reflecting on Children's Power Play

Parents are often shocked when their child, carefully raised in an intentionally anti-violent environment, takes a bite out of a PBJ sandwich, points it and says "Bang, bang, you're dead." Adults have strong feelings when they witness children's power play. How do we honor children's right and need to work out their big ideas through fantasy while honoring our own values? How do we honor the right of every family in a diverse learning community when values are not precisely aligned? We respectfully acknowledge that this is a process dependent on trust and discourse between teachers, parents and children.

There is tremendous importance for Preschool to provide powerful opportunities for young children to be in control, to feel strong and to channel that natural powerful energy into activities and playful situations. It is essential that all children have outlets for their feelings and emotions, and are in safe places where adults are not threatened by an angry, sad, energetic, loud or upset child.

The topic of power play links to many themes: gender role-playing, "boy play" vs. "girl play", gun play, media themes and narrative, peacebuilding, and problem-solving. It is important for a learning community to create a safe space for adults to explore adult assumptions about and their projections on to children’s play.

Why does Power Playing appeal to children?

CONTROL: Being in charge, strong, physical power, capes, goggles, flying, all knowing, all good, instant powers with the wearing of a cape, loose parts, holding the hose, pouring own milk, making real choices, adults not helicoptering (hovering), risk taking activities, hiding.

NEW ROLES: Characters, new roles, new powers, new characteristics. How does her/his self-perception change when the child wears a mask or cape, high heels, goggles, big boots, fire fighter hat, carry around a hose, etc. etc. ? How is everyone reacting to the costume change?

TENSION RELEASE: A release of frustration, tension, stress, kids are able to exercise leadership, authority, jumping around, being loud. Moving around is a big release for children and adults! "Look at me! I’m running with a cape which is different then running without one! Look at me! We are playing tag and chase with capes and goggles!"

VIGOROUS PHYSICAL ACTIVITY: Running, jumping, shouting, chasing, tying the cape, dragging the sheets, shouting, wrestling, climbing to the top of the tree, throwing a tire, pulling up a crate…
Things to think about and talk about:
• Does the environment allow these needs to be met?
• Are there specific children in the program who especially have these needs?
• Who are they?
• What can adults do for them? (Through interactions and environmental design.)
• Can adults identify a few obstacles in the way of doing these things?
• What are adult fears? Strengths?

When Power Play emerges adults have choices:
1. Ban it
2. Ignore it
3. Allow it with limits
4. Facilitate it

Benefits of Facilitating:
• Power and prestige not usually available to children
• Language skills, creativity, divergent thinking, problem solving, cooperation, relationships with peers ("Check-in with your friend, is he comfortable with what you are doing?")
• Take on attributes and characteristics of the things children (often) fear. This enables them to be the master of their fear….if even for a moment
• Vigorous physical activity

What happens when adults ban it?
• Kids begin to hide their interests and activities from adults
• Adults are no longer a part of the conversation or interactions
• Children keep the power, but mask the narrative by changing the rule: "It’s not a gun (sword, light saber, blaster), it’s a train, ship, plane…"

The essential question is do we want children to be obedient to a rule or cooperative to a value? This can only develop when adults and children engage in a trust relationship. Children will explore themes that make adults uncomfortable, indeed these themes will often scare themselves. How adults thoughtfully respond rather than how they react (out of grown-up discomfort or fear) will determine the child's subsequent behavior.

Adults must trust the process of their own observation, investigation and inquiry. Adults will remove the novelty (of the child's undesirable behavior) by knowing (individually) what are our adult buttons and how fast a child is able to identify them (and push on them. . .hard). By being fully present and open as educators, we ensure children's development of communication, problem solving and social skills. How adults respectfully share their needs, values and observations with one another will support healthy, open discourse and problem-solving. This will create a learning community where children feel accepted and valued, and every child and adult feels safe.