Superhero Play Research Articles

Examining early childhood teachers’ attitudes and responses to superhero play

Research highlights that early childhood teachers (ECTs) hold varied opinions on the value of superhero play (SP) to young children’s learning and development. This study sought to investigate how ECTs in Victoria are responding to superhero play, and to examine the beliefs that underpin their responses. Interviews were conducted with eight ECTs from the Bayside area in Melbourne. The study revealed that while the majority of the teachers interviewed responded to children’s superhero play in a variety of ways, there were a number of barriers to supporting superhero play in early childhood education and care settings. This paper concludes by identifying the value of ECTs engaging in critical reflection to ensure that their responses to superhero play are based on professional knowledge that is informed by theory and research.

Ready to save the world

Superhero play is often used as a theme in the early years because many girls and boys are excited by the ability to take on super powers. Annette Rawstrone explores how parents can support this.

Your best activity… ‘Building a narrative for superhero play’

Practical Pre-SchoolVol. 2017, No. 199 RegularsYour best activity… ‘Building a narrative for superhero play’Greg LaneGreg LaneSearch for more papers by this authorGreg LanePublished Online:22 Jul 2017https://doi.org/10.12968/prps.2017.199.10AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article FiguresReferencesRelatedDetails 2 August 2017Volume 2017Issue 199ISSN (print): 1366-610XISSN (online): 2052-4587 Metrics History Published online 22 July 2017 Published in print 2 August 2017 Information© MA Education LimitedPDF download

The pre-cloak superhero: a tool for superhero play and intervention

Since the early 1940s, superheroes have been used by educators and clinicians to instill community and confidence; resiliency and courage; tolerance and sharing among children. Through superhero play, the early childhood classroom has become a laboratory filled with capes and costumes. In the therapist’s milieu, the empowered superhero provides a model for children to aspire to. But both of these environments – the classroom and the counselor’s office – use the fully powered superhero. While the literature attests to health benefits provided through use of the empowered superhero, this article draws attention to a resource often overlooked: the pre-empowered, pre-cloak superhero. As many popular superheroes (~86%) were orphaned or abandoned, prior to acquiring superpowers, the article focuses on the adversities they share with these two specific groups of vulnerable children. With orphaned and abandoned children as the treatment group of focus, the article proposes environments for pre-cloak interventions. In addition, the article proposes a dual-stage program, which would combine pre-cloak interventions with superhero play. For the educator and clinician, possibility awaits through this expansion of the superhero palette.

Children’s rough and tumble play: perspectives of teachers in northern Canadian Indigenous communities

Ten teachers in kindergarten and grade one classrooms in remote northern Canadian Ojibway communities, and two consultants from a First Nations Student Success Program participated in focus group discussions about the place of rough and tumble and superhero play, and teachers’ roles in preventing relational and physically aggressive play in school. This paper reports on issues related to sociocultural influences on perceptions of play involving objects to which Indigenous children assign implicit roles as guns, and teachers’ concerns about external perceptions of teachers’ roles vis-à-vis rough and tumble play in school. Implications for teacher practice and for teacher education include establishing boundaries and negotiating rules and consequences with students, and teaching problem-solving approaches. Teachers’ expressed need for exposure to research on rough and tumble play in teacher education and professional development initiatives is consistent with the findings of previous research. This study provides perspectives from teachers in a non-mainstream teaching context on a controversial topic with mixed views coming from researchers and media reports.

Heroes of resiliency and reciprocity: teachers’ supporting role for reconceptualizing superhero play in early childhood settings

Superhero play is a specialised form of fantasy play with considerable appeal to young children. During superhero play, children have opportunities to pretend and often to play different types of roles within a safe and caring environment. When guided appropriately in an early childhood classroom, superhero play gives young children opportunities to gain a sense of mastery and empowerment as well as developmentally appropriate benefits by improving language skills, problem-solving and cooperation with peers. By recognising and modelling the characteristics of resiliency and promoting kindness with peers during superhero play, teachers can encourage children to be kind and resilient heroes to classroom friends. As today’s classrooms increasingly include diverse members, it is important for young children to understand and appreciate the peers they play and learn with at school. The result may be a richer learning experience and may break down barriers that can produce unfairness, bullying and aggressive behaviours. This article explores the essence of superhero fantasy play along with its benefits for young children. In addition, the article examines the challenge of superhero play in classrooms for early childhood educators by exploring teachers’ roles in play. A new pedagogy for supporting superhero play is introduced, addressing spiritual and educational concerns by suggesting ways in which teachers can increase resiliency, encourage new friendships and build classroom community among peers during play and classroom activities.

Positive Relationships: Home Learning - Early crusaders

Nursery WorldVol. 2013, No. 1 FeaturePositive Relationships: Home Learning - Early crusadersPublished Online:4 Mar 2014https://doi.org/10.12968/nuwa.2013.11.1.1097526AboutSectionsView articleView Full TextView EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View articleAbstractThe benefits of ‘superhero play’ are now understood by early years settings, but can cause concern at home. Here's our advice on how to reassure parents, plus a parent's guide to resources and activities. FiguresReferencesRelatedDetails 1 January 2013Volume 2013Issue 1ISSN (print): 0029-6422ISSN (online): 2059-9358 Metrics History Published online 4 March 2014 Published in print 1 January 2013 Information© MA Education Ltd

Enabling Environments: Collections - Super!

Nursery WorldVol. 2012, No. 6 FeatureEnabling Environments: Collections - Super!Nicole WeinsteinNicole WeinsteinSearch for more papers by this authorNicole WeinsteinPublished Online:4 Mar 2014https://doi.org/10.12968/nuwa.2012.22.6.1097117AboutSectionsView articleView Full TextView EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View articleAbstractResources that support superhero play are abundant and they need not be expensive. FiguresReferencesRelatedDetails 1 June 2012Volume 2012Issue 6ISSN (print): 0029-6422ISSN (online): 2059-9358 Metrics History Published online 4 March 2014 Published in print 1 June 2012 Information© MA Education Ltd

Learning & Development: Superhero Play - Super girls and boys

Nursery WorldVol. 2012, No. 1 FeatureLearning & Development: Superhero Play - Super girls and boysMichael JonesMichael JonesSearch for more papers by this authorMichael JonesPublished Online:4 Mar 2014https://doi.org/10.12968/nuwa.2012.20.1.1096775AboutSectionsView articleView Full TextView EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View articleAbstractWhat's the difference between a superhero and a fairy godmother? It depends on who you ask. Michael Jones explores how adult attitudes can encourage or stifle children's imaginative play. FiguresReferencesRelatedDetails 1 January 2012Volume 2012Issue 1ISSN (print): 0029-6422ISSN (online): 2059-9358 Metrics History Published online 4 March 2014 Published in print 1 January 2012 Information© MA Education Ltd

EYFS best practice: All about … Superhero play

What is superhero play? Why do children enjoy it? Should adults restrict it? And how can early years practitioners support this form of play? Nicole Weinstein provides some answers

Boys will be super writers

Rather than frowning upon superhero play, the competent practitioner will use it as an opportunity to engage young boys in many exciting early writing and mark making activities, as Jenni Clarke

Superheroes in action

Practitioners seem to be divided on whether superhero play has a place in settings, however, it is of great interest for some children, and used properly can encourage positive learning and development.

Book Reviews: My Right to Play: A Child with Complex Needs (Debating Play), We Don't Play with Guns Here: War, Weapon and Superhero Play in the Early Years

Book Reviews: My Right to Play: A Child with Complex Needs (Debating Play), We Don't Play with Guns Here: War, Weapon and Superhero Play in the Early Years

Book Review: We Don’t Play with Guns here: War, Weapon and Superhero Play in the Early Years

Book Review: We Don’t Play with Guns here: War, Weapon and Superhero Play in the Early Years

Take the Toys from the Boys? An Examination of the Genisis of Policy and the Appropriateness of Adult Perspectives in the Area of War, Weapon and Superhero Play

This article considers the genesis of a zero tolerance approach to war, weapon and superhero play in early years settings in the UK over the last 30 years. This exploration is located in the development of anti-sexist perspectives and concerns about effective early intervention in the spiral of male violence and it is suggested that this has resulted in the ‘Othering’ of young boys in settings where this policy is enforced. Research challenging assumptions about the connection between war, weapon and superhero play and aggressive behaviour is discussed and the possible benefits of a more relaxed approach to these areas of play, which are more consistent with Scandinavian notions of gender pedagogy, are highlighted.

But I want to fly too!: Girls and superhero play in the infant classroom

This article describes a study which was conducted in an inner-city school in the north of England, in a base which contained 57 children aged 6 and 7 years old. The purpose of the study was to explore the potential role of popular culture in the literacy curriculum. During the project, a socio-dramatic role-play area which was related to a popular superhero icon was set up in the classroom. Children's play in the area was recorded using a variety of methods, including field notes, video recording and photographs. Some of the previous research on superhero play has focused on the attraction the discourse has for boys or suggested that girls take on a non-female persona in such a play. The findings from this study suggest that superhero play is strongly attractive to girls, who explore agency and autonomy through such play and actively position themselves as females within a heroic discourse.

Superhero Play: What's a Teacher to Do?.

The dilemma over whether or not teachers should allow superhero play in their classroom continues. This article examines adults' beliefs about superhero play and suggests some potential benefits of such play. The authors offer examples of ways they have incorporated superhero play in their classroom.

Harnessing the power of superheroes: An alternative view

John M. Johnston is an Associate Professor at Memphis State University in Tennessee. vironment. Others are concerned about the moral content, sex role stereotyping, and aggressive themes of such play. It is not surprising that many early childhood teachers conclude that it's not worth the effort, and simply prohibit all superhero pretend play. Banning superhero play in the early childhood program is unfortunate for two reasons. First, this unique form of pretend play carries a number of benefits for young children. Second, superhero fantasy play can be managed without inappropriate supervisory demands on the teacher.