Celebrating Festivals in Early Years: An Inclusive Approach

Celebrating festivals in Early Years promotes diversity, inclusion, and understanding amongst young children. It helps children develop a sense of respect and appreciation for different cultures and traditions, and it also provides opportunities for them to develop a sense of curiosity and interest in the world around them. The EYFS curriculum values the role that festivals and celebrations play in supporting children’s learning and development in every area of learning.

There has been extensive focus in articles, newspaper reports, and social media on the importance of celebrating festivals in Early Years. Local supermarkets offer a variety of fantastic items for different festivals that can be used in classrooms.

However, since COVID, things have changed. Nursery and Reception cohorts are at different developmental stages, and we are seeing more children with additional support needs, language and/or processing delays, and sensory needs. Planning for festive activities brings its own set of challenges. You might find yourself thinking, “But… I can’t use Rangoli powder for Holi because some children might try to eat it. I can’t use coloured rice for Eid as I work in a deprived area where families are struggling with food, and that wouldn’t feel appropriate. I can’t go overboard with decorations because it might overwhelm children with sensory sensitivities.”

If these thoughts resonate with you as an early years educator, you’re on the right path! The question is: what can we do instead?

Reflect on why we celebrate festivals

Take a moment and breathe—it’s okay! Celebrating festivals shouldn’t be reduced to token gestures. Take time to thoughtfully tailor festivities for your class of children because every setting is unique—be it children, parents, carers, the community, or the staff team. Celebrating festivals from around the world is more than just decorating classrooms or trying new foods. It is about embracing diversity, fostering a sense of global community, and helping children build positive views of different cultures. Through these celebrations, children learn to appreciate the beauty of diversity and respect others, helping them become compassionate and understanding adults. It can help them develop a greater appreciation for differences and build empathy towards others.

Ultimately, the heart of any celebration lies in inclusivity, embracing perspectives from all corners, and most importantly, having fun!

Let’s take a look at how we can strive to embed an inclusive approach to celebrating festivals in the Early Years.

Inclusivity for children in early years

When planning celebrations, ensure activities are age-appropriate and culturally sensitive. Children’s awareness of celebrations will vary based on their family experiences. Some may have limited exposure, while others may have experienced a variety of events. Reflect on special occasions with children to help them develop a sense of time and community.

Always consider children’s learning styles (visual, auditory, tactile, kinaesthetic) and developmental stages. Differentiate your approach based on what they celebrate and already know, avoiding overwhelming them with too much information or stimuli.

Key questions for early years practitioners

• What festivals/celebrations do children in my class or setting celebrate?
• What do they already know about the celebrations?
• What is their learning style?
• What are their sensory needs?
• What is their stage of development?
• How can I differentiate?
• What key language should I focus on?

For instance, babies and toddlers may not benefit from making a Diwali Rangoli but might enjoy special lights or torches in a darkened area or exploring coloured water with flower petals, or sensory water bottles, to name a few.

Inclusivity for parents/carers

Parents, carers, and the wider community are invaluable resources with rich experiences to share. They play a pivotal role in multicultural celebrations, bringing authenticity and depth to the festivities. Parents can offer first-hand insights, provide traditional materials, or share stories and customs, which enhances children’s understanding of the festivals and helps create a community feeling. Encourage parents to join the planning and preparation of celebrations for cultural appropriateness and respect, while being mindful of their time constraints.

Inclusivity for your early years team

Engage your team in conversations about the festivals they celebrate and their personal experiences. Together, identify and decide on key aspects to teach about each celebration. Festivals are about people, food, and togetherness. Explore the meaning behind each celebration. For example, when teaching about Martisor, discuss what it is, its significance, who celebrates it, and where it’s observed. Use visuals or ideas that resonate as powerful teaching points.

An inclusive environment in early years settings

Creating an inclusive environment is crucial in planning activities. Festivals are often filled with lights, music, family gatherings, and festive traditions. However, for some children and adults, this can lead to sensory overload—a feeling of being overwhelmed by too much stimulation. While every child can experience overstimulation at times, those with heightened sensitivities, such as autistic children or children with sensory processing challenges, are particularly prone to sensory overload. Celebrating and learning about festivals shouldn’t be overwhelming for children!

It’s fun to celebrate in the classroom, but try to stick to familiar routines whenever possible, as young children need routine to feel grounded. Prepare children using visual timetables and social stories to help them feel ready for new experiences. Ensure you create a sensory-friendly space that is quiet and calming, where children can retreat if they feel overwhelmed. Carefully plan the lights and music in the classroom, as these can trigger sensory overload. Festivals often come with high expectations of lots of music, decorations, family, friends, and togetherness, but it’s important to adjust these expectations to match the child’s needs. Our priority is to give children the opportunity to learn and enjoy special moments, even if it means skipping certain activities or making adjustments to fit the needs of the children in your class.

Inclusivity for everyone

Not all children have positive experiences with festivals and celebrations. While some may receive numerous presents at Christmas, others may get none. When discussing Santa bringing gifts, are we unintentionally giving some children false hope? It’s important to be sensitive to the diverse realities within your class, school, and community, which will change each term and each year. Move away from the “we’ve always done it this way” mindset and plan with the children at the centre.

A final thought

In our early years settings, it’s crucial to understand and respect the diverse faiths and beliefs of the children and families in your care. This fosters a welcoming and inclusive environment where every child feels valued and respected, promoting a sense of belonging and a positive learning atmosphere. When selecting festivals to celebrate, choose those that are either relevant to your class community or widely recognised globally. Balancing local traditions with international ones can create a well-rounded, inclusive approach.

Remember, less is more! You don’t need numerous activities to demonstrate that a festival has been celebrated. Focus on a few meaningful activities that truly capture the essence of the festival. For example, when introducing Holi, highlight themes like spring, Hindu culture, colours, and water balloons. Children will deeply engage with the simplicity of these activities.

Try Tapestry today – sign up for a free trial