Let's Dress Up Like...
Level 3 promotes critical thinking and personal responsibility. 'Let's Dress Up Like...' strengthens reasoning about health and safety decisions.
- Framework: EYFS
- Unit: EYFS Health, Safety and Hygiene
- Learning area: Art / Drama
- Level: EYFS Reception
Objectives
- Analyse health decisions
- Justify reasoning
- Extend with writing or data tracking
Instructions
Materials
- Assorted professional uniforms or props such as a doctor coat, chef hat, construction vest, and mail carrier bag.
- Large mirrors placed at child height.
- Cardboard, markers, tape, and scissors for creating DIY accessories.
- Clipboards and paper for pretend charting or note taking.
- A designated dramatic play area with hooks and storage bins.
Learning Objectives
- Demonstrate an understanding of how specific clothing items relate to community health and safety roles.
- Use imaginative language to describe the responsibilities of a chosen professional.
- Collaborate with peers to organise a multi-person role play scenario.
- Practise fine motor skills by constructing custom accessories for their costumes.
Step-by-Step Instructions
1. Gather the children and lead a brief discussion about people who help us stay healthy and safe, such as doctors, firefighters, and crossing guards.
2. Introduce the available props and ask the children to identify which profession uses each item.
3. Invite the children to the art station to create one additional accessory, such as a paper badge or a cardboard stethoscope, to personalize their role.
4. Allow the children to choose a role and assist them in putting on the appropriate costume pieces.
5. Encourage the children to stand in front of the mirrors to observe how their appearance changes when they wear the uniform.
6. Facilitate a group brainstorm where children decide on a simple scenario, such as a health checkup or a safety inspection, to act out together.
7. Provide the clipboards and paper to children in roles that require documentation to add realism to their play.
8. Observe the play from a distance, stepping in only to offer vocabulary support or to resolve conflicts regarding prop sharing.
9. Conclude the session by having the children describe one safety tool they used during their role play.
Educator Tip
To extend this activity, invite a parent or community member who works in a health or safety field to visit the classroom. This provides children with a real-world reference point that enriches their dramatic play and deepens their understanding of the roles they are exploring.
Assessment
- Observe if the child correctly matches specific tools or clothing to the corresponding health or safety profession.
- Note the child's ability to maintain a role and interact with peers within the context of the pretend scenario.
- Record whether the child can verbally explain the importance of the safety role they chose to portray.
Educator tip
Use simple rubric; insist on justification; allow multiple correct solutions; support with exemplars/word banks.
Assessment
Assess against Early Learning Goals (ELGs). Document evidence of 'expected' or 'exceeding' descriptors. Note: independent application of skills, ability to explain reasoning, and capacity to build on prior learning. Rubric: reasoning, clarity, independence.