While many of us might not have raided our mother's wardrobe for her ‘best mantle’, it can be agreed that the appeal of dressing-up has continued strongly through the generations.
One of the joys of childhood is the freedom to be able to swathe yourself in random garments and pretend to be somebody or something else. Children enjoy dressing-up and role play because it is a fun way to explore different perspectives while making sense of the world around them.
‘It often happens that, in dressing-up, a child will want to emulate its parents,’ an article in 1923 states. ‘If father happens to be connected with the Turf, his son will enjoy being a jockey, or, should father be at the bar, he will love to pose as a judge or barrister.’
‘From around three years, children are really starting to explore what it means to be a boy or a girl. As part of this exploration, it is typical for children to want to dress up in gender-affirming roles – for example, girls wanting to be princesses or boys wanting to be a firefighter. It is equally normal for children to try out being the opposite sex. Boys may want to wear a dress and put on high heels, while girls may want to don a hard hat.’
Today's readers continue to recognise this importance. Although there are lots of superhero and princess costumes, many settings now also provide less prescriptive items. In 2017, education consultant and author Penny Tassoni recommended dressing-up resources from the ‘adult world’.
‘You do not have to buy any outfits,’ she advises. ‘Instead, think about putting some props such as hats, shoes and bags into a box. Look out also for some adult garments such as shirts, skirts and waistcoats.’
CULTURAL DIVERSITY
Settings today pride themselves on celebrating cultural diversity, but the sector continues to question how best to embrace multiculturalism. Including objects and clothing from other cultures is seen as positive, but it is now recognised that this needs to be done with care and respect.
Discussing cultural appropriation in 2017, Caroline Vollans notes, ‘If the aim is simply to introduce something a bit “different” or exotic, then the introduction of those new resources will do nothing to promote racial equality or intercultural understanding.’
EXPLORING GENDER
Dressing-up can also be problematic when it comes to stereotypes around gender. In a feature on fancy dress, published on 2 April 1959, the writer bemoans how difficult it is to find suitable dressing-up outfits for her sons – a clown, football fan or burglar, perhaps? She muses that girls can simply dress as fairies, ballerinas or a baby rabbit.
This is an issue that continues. In January last year, how practitioners should react when a parent said they didn't want their son to wear dresses was discussed in the Management Queries section.
A nursery manager responded, ‘I have been in this position multiple times. It is very common, although in my experience it tends to be the dads that get flustered.’
Exploring gender is recognised as being an important and normal part of dressing-up. Trying on different outfits and acting out new scenarios is empowering and joyful – I can attest to that after, many years ago, hesitantly agreeing to dress up as Kipper the Dog for a Nursery World supplement. Hidden behind a very large furry dog head, this reluctant cover star loved it!
