Celebrating Father’s Day in Early Childhood Education: Inclusion, Learning, and Exceeding Practice

Is it still okay to celebrate father’s day in childcare? Perfect for Australian father’s day on 7 September 2025

By BEST Childcare Consulting

Father’s Day is more than a calendar event—it is an opportunity in early childhood education to foster belonging, build community, and recognise the special people who play significant roles in children’s lives. When celebrated thoughtfully, it becomes a rich learning experience that can even demonstrate exceeding practice in your service. It is still entirely appropriate to celebrate Father’s Day in childcare when approached with care and inclusivity. The focus should be on honouring the important people in each child’s life—whether that is a dad, grandparent, stepdad, foster carer, or another special figure—while ensuring every child feels represented and respected. By using inclusive language, offering alternatives, and engaging families, services can transform Father’s Day into a celebration of belonging, diversity, and connection.

Why do we help children make gifts?

Creating gifts for Father’s Day in early childhood settings is far more than a token gesture—it is a purposeful act of pedagogy that nurtures children’s development and strengthens family connections. Through the creative process, children practise expression and communication, exploring meaningful ways to say “thank you” or “I love you” in tangible forms. 

At the same time, they develop important skills such as cutting, drawing, threading, and writing, all of which build fine-motor coordination and literacy foundations (Early Years Learning Framework). Gift-making also gives children a sense of agency and voice, as they are empowered to choose materials, colours, and words, ensuring that their creation authentically reflects their own identity and unique family circumstances. 

Most importantly, these gifts serve as a connection—a bridge between children’s experiences at the service and their relationships at home, reinforcing the principle of continuity of learning and care (ACECQA – Partnerships with Families).

By framing gift-making as a learning process rather than a finished product, educators demonstrate intentional teaching that highlights creativity, inclusion, and respect for family diversity. This approach not only embeds curriculum outcomes but also provides clear evidence of quality practice that can contribute towards achieving Exceeding themes under the National Quality Standard (ACECQA – Exceeding NQS Guidance).

Navigating Diverse Family Structures

Celebrating Father’s Day in early childhood education requires thoughtful, inclusive practice that honours the diversity of family life. Using inclusive language such as “Father’s Day and Special Person’s Day” ensures that no child feels excluded or overlooked. 

Children should also be given the choice of who they would like to celebrate—this may be a dad, uncle, grandparent, foster carer, or another special grown-up who plays an important role in their life. For children without a father figure, educators can provide alternatives, such as creating a memory card, writing a “thank-you” note, or making a “You’re special to me” gift, which validates the unique relationships each child values. 

Respecting privacy is essential, with quiet alternatives offered without drawing attention to children who may have more complex family situations. Just as importantly, services should partner with families to understand sensitivities around issues such as separation, bereavement, or cultural differences, ensuring that celebrations are respectful and supportive of every child’s circumstances (ACECQA – Cultural Competence, Raising Children Network – Family Diversity).

By embedding these inclusive practices into Father’s Day planning, educators not only uphold children’s rights to feel safe and respected but also strengthen partnerships with families. This approach demonstrates cultural competence, inclusivity, and sensitivity—key indicators of quality practice under the National Quality Standard (ACECQA – Inclusive Practice).

Linking Father’s Day Celebrations to Exceeding Practice

Celebrating Father’s Day inclusively and intentionally can provide clear evidence of Exceeding themes across the National Quality Standard. Here’s how:

Quality Area 1 – Educational Program and Practice

  • Embedded Practice: Father’s Day activities (gift-making, storytelling, discussions about special people) are integrated into the curriculum, linked to EYLF outcomes, and reflect children’s voices and interests.
  • Meaningful Engagement with Families: Families are consulted about who their child may celebrate and their preferences for participation. The program respects diverse family input, ensuring learning experiences are relevant and authentic.
  • Critical Reflection: Educators reflect on whether the celebrations supported inclusion, how children engaged, and how activities could be adapted for future years. Team discussions shape ongoing improvements in curriculum design.

Quality Area 5 – Relationships with Children

  • Embedded Practice: Educators consistently use inclusive language (“dad, grandad, carer, special person”) in daily interactions and plan celebrations in ways that nurture each child’s sense of belonging.
  • Meaningful Engagement with Families: Families’ insights into children’s relationships are valued and used to guide how educators support children in creating gifts or messages. This builds trust and strengthens educator–child–family connections.
  • Critical Reflection: Teams reflect on children’s emotional responses—especially those navigating absence, separation, or loss—and adjust their relational approaches to ensure all children feel safe and supported.

Quality Area 6 – Collaborative Partnerships with Families

  • Embedded Practice: Engagement with families around Father’s Day is part of the service’s broader approach to partnership—families are regularly invited to contribute their perspectives on celebrations and curriculum.
  • Meaningful Engagement with Families: The service provides flexible options (e.g., “Special Person’s Day”) in consultation with families, ensuring activities reflect the community’s diversity and strengthen relationships.
  • Critical Reflection: Educators and leaders review family feedback after the event, considering how inclusive practices could be improved. Adjustments are made, and these changes are documented as part of the service’s continuous quality improvement.

Ideas for Father’s Day early childhood educational program

BEST Top tip

When celebrating father’s day we need to take care to protect this special day for everyone. Whilst modern families can be blended families, it is our duty to ensure we honour all the special people in our children’s lives. Strat conversations on what qualities make someone a father. Know that a child can choose what to make and how many people to make a gift for. Don’t be afraid to let the child make as many as they feel the need to. Not just for the living but also for people who may be watching over us from above. At the heart of what we do is the child. Follow their lead. You never know the impact of that thoughtful gift to someone special in their lives. 

We wish you a very happy Fathers day

Father’s Day in early childhood education is not just about making gifts, but about building children’s sense of belonging, strengthening family partnerships, and embedding inclusive, reflective practice into the program. When approached with care, inclusivity, and educational intent, Father’s Day can provide clear evidence of Exceeding practice across multiple Quality Areas in your service.

Best Childcare Consulting

From all of us at BEST Childcare Consulting, we wish a very Happy Father’s Day to the dads, grandads, uncles, foster carers, stepdads, and special people who make such a difference in the lives of children. This day is about celebrating love, guidance, and the everyday moments that shape children’s sense of belonging. Thank you for all that you do — today and every day.

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