By BEST Childcare Consultancy
For children under five, dressing up is more than a costume — it’s a window into imagination, identity, and belonging. Instead of traditional Halloween celebrations that can feel too scary or commercial, early childhood services can reframe this day as a Dressing Up or Imagination Day — a joyful, creative experience that honours curiosity, storytelling, and community. In early childhood settings, this is a wonderful opportunity to explore pretend play, storytelling, and self-expression while respecting families’ cultural perspectives. Instead of focusing on fright, we can focus on fun, friendship, and fantasy — encouraging children to share who they want to be and supporting their emerging sense of identity.
Through simple, non-frightening dress-ups, children explore who they are, who they can be, and how they relate to others. They gain confidence, develop empathy, practise communication, and engage in deep, meaningful play that reflects the principles of the Early Years Learning Framework v2.0 and the National Quality Standard.
This approach also models inclusion and cultural respect — recognising that not all families celebrate Halloween in the same way. By shifting the focus from “scary” to “creative,” services can build shared understanding, strengthen relationships, and create an environment where every child feels safe, seen, and celebrated.
What Children Learn from Dressing Up in Early Childhood
Dressing up is far more than putting on a costume — it’s rich, imaginative, and deeply educational play. For children under five, dressing up builds confidence, language, problem-solving skills, and a sense of identity. It’s one of the most powerful ways young children explore who they are, how the world works, and how others feel.
1. Building Identity and Belonging (EYLF Outcome 1)
- Dressing up helps children explore different roles and identities, developing their self-awareness and sense of belonging.
- It allows them to experiment with “who I am” and “who I can be” — firefighter, doctor, fairy, or parent.
- They learn about community helpers, family roles, and cultural stories through pretend play.
- It supports inclusion and respect for diversity when costumes represent everyday heroes and non-gendered roles.
Learning in Action:
A child dresses as a nurse to “help the sick teddy,” developing empathy and understanding of caring roles in the community.
2. Emotional Development and Confidence (EYLF Outcome 3)
- Dressing up encourages self-expression and helps children regulate emotions through role play.
- It gives them the confidence to perform, speak, and try new roles in a safe environment.
- Pretending allows them to process big feelings — bravery, fear, excitement — in manageable ways.
Learning in Action:
A child who feels shy becomes a superhero during group time, showing newfound confidence and voice.
3. Language and Communication (EYLF Outcome 5)
- Costume play expands vocabulary as children describe, negotiate, and explain.
- Role play encourages turn-taking, conversation, and storytelling.
- Dressing up supports early literacy by connecting characters from books and stories to real-life experiences.
Learning in Action:
While wearing a chef’s hat, a child narrates, “I’m making soup — stir, stir, stir!” using sequence and descriptive language.
4. Thinking, Problem-Solving, and Creativity (EYLF Outcome 4)
- Dressing up is open-ended, creative play that promotes imagination, innovation, and critical thinking.
- Children plan, design, and create — “How can I make a crown?” or “What can I use for a cape?”
- They make connections between real-world experiences and pretend scenarios.
Learning in Action:
Children decide together how to turn a cardboard box into a “fire truck,” problem-solving through trial and error.
5. Social Skills and Cooperation (EYLF Outcome 2 & 5)
- Dressing up often happens in groups, supporting cooperation, negotiation, and empathy.
- Children learn to share materials, take turns, and respect others’ ideas.
- Role play strengthens friendships and community awareness.
Learning in Action:
A group of children create a pretend “hospital,” assigning roles (doctor, patient, helper) and working together.
6. Cognitive and Conceptual Learning
- Dressing up supports symbolic thinking — understanding that “this cape makes me a superhero” or “this scarf is a firefighter’s hose.”
- It builds abstract thinking and early literacy foundations as children connect objects and meanings.
- Math and science are naturally integrated — sorting, counting props, comparing sizes, and testing ideas.
Learning in Action:
Children experiment with shadow play, predicting which shapes will appear larger or smaller when light moves closer.
7. Respect, Inclusion, and Diversity
- When educators guide costume play thoughtfully, dressing up becomes a tool for teaching inclusion and respect.
- Discussions about different cultures, abilities, and family roles promote empathy and cultural competence.
- Children learn that everyone belongs — regardless of how they look or what they wear.
Learning in Action:
Educators support children to notice similarities and differences in costumes, using language like “We all have important jobs in our community.”
How to Observe Dressing Up Day in Child Care
- Consult Families First
- Ask families how they feel about celebrating Halloween or a general Dress-Up Day.
- Offer inclusive options and alternatives for those who may not participate for cultural or personal reasons.
- Communicate clearly that the focus is on imagination and creativity, not fear or superstition.
- Rebrand the Day
- Call it “Imagination Day,” “Storybook Dress-Up Day,” or “Kindness and Costume Day.”
- Focus on fun, storytelling, and confidence building.
- Plan with Purpose
- Link all activities to EYLF outcomes.
- Embed opportunities for creativity, literacy, numeracy, and social connection.
- Include reflective discussions with children about feelings, helping, sharing, and safety.
Activity Ideas for Under-5s
All activities below are inclusive, developmentally appropriate, and connected to EYLF v2.0 outcomes.
Pumpkin Play & Sensory Exploration
Scoop, weigh, and compare pumpkins. Count seeds, describe textures, and talk about colour and smell. https://www.littlelifelonglearners.com/2019/10/pumpkin-play-ideas.html
Storybook Dress-Up Parade
Read Room on the Broom, Bluey – The Pool, or Possum Magic. Children can dress as their favourite story characters and retell the stories. https://storyboxlibrary.com.au/
Spider-Web Threading Activity
Fine-motor weaving with yarn and hole-punched cardboard. https://www.twinkl.com.au/resource/t-t-27141-spider-web-craft-activity
Magic Mixing Station
Use coloured water, glitter, and droppers to mix “kindness potions.” Encourage scientific language — stir, measure, mix, sparkle. https://playhooray.co.uk/blogs/activities/colour-mixing
Nature Wands & Eco Crowns
Create wands or crowns with leaves, flowers, and sticks. https://www.abc.net.au/abckids/early-education/nature-play/
Light and Shadow Exploration
Use torches or light boxes to make shadows with costume shapes or hands. https://raisingchildren.net.au/toddlers/play-learning/play-ideas/sensory-play
Imagination Corner
Provide open-ended props — fabric, hats, capes, recycled materials — and let children create their own costumes. https://www.teachstarter.com/au/teaching-resource-collection/halloween/
Dress-Up Suggestions
Keep costumes safe, comfortable, inclusive, and simple. Encourage children to bring something they already have or make their own using recycled materials.
Friendly Themes:
Animals (cat, dog, butterfly, bat)
Nature (pumpkin, flower, rainbow, tree, star)
Storybook characters (Bluey, The Very Hungry Caterpillar, Possum Magic) Fantasy figures (wizard, fairy, superhero, astronaut)
Community helpers (nurse, firefighter, postal worker, teacher)
Safety Tips:
- Avoid masks or long capes that obscure vision or cause tripping.
- Use breathable, flame-resistant fabrics.
- Avoid weapons or frightening props.
- Respect cultural diversity — avoid costumes representing sacred or cultural attire.
➤ Kidsafe WA – Costume Safety Tips
QIP Write-Up: Dressing Up Day in Early Childhood
QA1 – Educational Program and Practice
Embedded Practice:
- Educators intentionally link dressing-up and pretend play to EYLF v2.0 outcomes (identity, communication, wellbeing).
- Children’s interests guide activity choices.
- Storytelling, craft, and role play are embedded in daily learning.
Critical Reflection:
- Teams discuss cultural sensitivity and inclusion when planning celebrations.
- Educators reflect on supporting children who feel shy or overwhelmed.
- Programming evaluations capture how the event strengthened literacy, numeracy, and confidence.
Meaningful Engagement:
- Children co-design play spaces and select stories to act out.
- Documentation celebrates child voice and creativity.
- Families are kept informed through newsletters and displays.
QA2 – Children’s Health and Safety
Embedded Practice:
- Risk assessments ensure costumes and props are safe.
- Healthy eating and allergy-aware treats are promoted.
- Physical and emotional wellbeing are prioritised through calm, positive routines.
Critical Reflection:
- Teams review safety measures, supervision, and children’s emotional regulation.
- Educators consider sensory needs and alternatives for participation.
- Reflections inform planning for future special days.
Meaningful Engagement:
- Families receive safety guidelines in advance.
- Children learn to care for their own wellbeing (hydration, safe movement).
- Safety discussions are embedded as teachable moments.
QA3 – Physical Environment
Embedded Practice:
- Spaces are arranged for exploration, movement, and creativity.
- Decorations are calm, nature-based, and child-made.
- Sustainable, recycled materials are used.
Critical Reflection:
- Educators evaluate how environment design supports inclusion and reduces overstimulation.
- Reflections consider sensory sensitivity and accessibility.
- Changes are made to support every child’s participation.
Meaningful Engagement:
- Children help design displays and play areas.
- Families contribute recyclable materials or costumes.
- Environments reflect shared creativity and belonging.
QA4 – Staffing Arrangements
Embedded Practice:
- Roles are clearly allocated for setup, supervision, and family engagement.
- Educators collaborate to model teamwork and inclusion.
Critical Reflection:
- Staff meetings reflect on communication and leadership during events.
- Educators share strategies for managing transitions and excitement.
Meaningful Engagement:
- Staff celebrate each other’s creativity and contributions.
- Strong team collaboration enhances consistency and trust for children.
QA5 – Relationships with Children
Embedded Practice:
- Dressing Up Day strengthens relationships through shared joy and play.
- Educators build trust, supporting children’s choices and emotions.
Critical Reflection:
- Reflection notes explore language, tone, and responsiveness during play.
- Teams consider how to support children who prefer quieter roles.
Meaningful Engagement:
- Educators model kindness and cooperation.
- Children learn empathy and confidence through group play and storytelling.
QA6 – Collaborative Partnerships with Families and Communities
Embedded Practice:
- Families are consulted and informed early.
- The event celebrates cultural diversity through shared stories and crafts.
- Local libraries or community groups may be invited to participate.
Critical Reflection:
- Feedback from families guides ongoing improvement.
- Educators reflect on inclusivity and representation.
Meaningful Engagement:
- Families share costumes, stories, or photos.
- Community engagement strengthens belonging and identity.
QA7 – Governance and Leadership
Embedded Practice:
- Policies (Celebrations, Risk Management, Inclusion) guide practice.
- Leadership models reflective, ethical decision-making.
Critical Reflection:
- Post-event review informs service planning and QIP updates.
- Professional learning focuses on inclusive celebration and cultural competence.
Meaningful Engagement:
- Leaders recognise educator contributions.
- Families and staff are invited to share reflections for continuous improvement.
Useful Links & Resources
ACECQA – Celebrations and Special Events https://www.acecqa.gov.au/resources/supporting-materials/celebrations-and-special-events
EYLF v2.0 – Approved Learning Frameworks https://www.acecqa.gov.au/nqf/national-law-regulations/approved-learning-frameworks
Kidsafe WA – Costume Safety https://www.kidsafewa.com.au/
Raising Children Network – Inclusive Celebrations https://raisingchildren.net.au/
ABC Kids Early Education – Creative Play Ideas https://www.abc.net.au/abckids/early-education/
BEST Childcare Consulting
When early childhood educators embrace dressing up as a playful, inclusive experience, they transform Halloween into something magical — not through monsters or fear, but through imagination, empathy, and laughter.
By celebrating creativity over costume perfection, and community over commercialism, we model the values of curiosity, respect, and connection that lie at the heart of early childhood education.
Every cape tied, crown crafted, or character imagined reminds us that children learn best when they feel safe to explore and proud to be themselves.
BEST is helping services achieve Exceeding practice through inclusive, imaginative celebrations that nurture children’s identity, wellbeing, and community connection.
Contact us TODAY.
