Christmas is one of the most important celebrations in the Christian calendar and much more than just a festive season of gifts and gatherings. December in the Early Years can feel like a whirlwind with sparkly decorations, Nativity rehearsals, Christmas lunches, and don’t forget Christmas jumper day. For some children (and educators), it’s one of the most joyful times of the year; for others, it can feel overwhelming, with disrupted routines and the pressure to deliver polished performances weighing heavily.
So, how do we celebrate Christmas in a way that feels joyful, developmentally appropriate, and inclusive of everyone?
Celebrate creativity, not carbon copies
The Early Years Foundation Stage framework (EYFS) 2025 highlights the importance of enabling children to express themselves and explore their own creativity. Children’s creations should be more than decorative they should be an opportunity to connect creatively with the values at the heart of the celebration and to practise and apply taught skills. Producing 30 identical handprint reindeer may look tidy on a display board, but it doesn’t reflect individuality or allow children to create something in a meaningful way.
Instead, offer children open-ended resources such as plain card, paint, collage materials, and glitter, and let them design their own cards, calendars, and pictures. This nurtures self-expression, imagination, and confidence all of which the framework emphasises as part of children’s holistic development.
Rethinking the Nativity
For many schools and settings, the Christmas Nativity performance is an established tradition, but is it always the best choice for the children? Sometimes, long rehearsals, extended sitting, and missed play opportunities means the overarching EYFS principles can be lost.
Some schools and settings are adapting this idea with shorter, child-led performances, informal singalongs, or family craft afternoons. These approaches not only reduce pressure but also keep children at the centre, respecting their right to learn primarily through play.
The comfort of routines
The EYFS stresses the importance of providing a secure base through consistent routines. December, with its Christmas lunches, pantomimes, and jumper days, can throw this off balance. For young children, predictability is key to feeling safe, calm, and able to learn.
Where possible, maintain your daily timetable: story time, snack, continuous provision, outdoor play. Protecting these anchor points helps children remain regulated and ensures festive excitement doesn’t tip into overwhelm.
Inclusion matters
The statutory framework makes clear that practitioners must ensure every child is included and supported. Not every child will celebrate Christmas, and some may find this time of year difficult.
By learning about your cohort, their beliefs, the festivals they celebrate, and being sensitive to families for whom this may be a challenging time, you can create an inclusive ethos within your school or setting. Giving space for children to share their family traditions and valuing a range of experiences not only promotes inclusion but also helps children learn that there are many different cultures and communities, each deserving of respect.
Supporting children with SEND
The framework also states that children with special educational needs and/or a disability (SEN/D) must have their needs met so they can access the curriculum fully. During December, this might mean providing additional:
- calm spaces, when the classroom feels overwhelming
- considering sensory-friendly decorations
- providing alternative activities or spaces during rehearsals
Rediscovering the joy
Amid rehearsals, paperwork, and glitter explosions, it’s easy to lose sight of the magic of the season. Learning should be enjoyable and engaging and for children, joy often comes from the simplest things: wrapping pretend presents in the role play area, making ‘snow’ from cotton wool (or being lucky enough to play out in it if it snows!), or listening to a winter story by the Christmas tree.
These moments support not only language and communication but also personal, social, and emotional development. They are the experiences children remember long after the term has ended.
Final thoughts
Christmas in the Early Years doesn’t have to mean disruption, exhaustion, or endless carbon-copy crafts. By maintaining familiar routines, valuing individuality, respecting inclusion, and reflecting on traditions, we can create a season that is joyful and developmentally appropriate.
Most importantly, this approach aligns with the EYFS statutory framework and good early years practice by keeping children at the heart of what we do. After all, Christmas in the Early Years shouldn’t be about perfection. It should be about connection, inclusion, and experiences that feel magical, safe, and meaningful.
Shardi Vaziri
