| Just because young children have some physical | | | | All children like sensory stimulation as well. |
| limitations does not mean they do not enjoy | | | | Costumes with pockets or fringe or tulle are |
| playing make-believe. What little girl doesn't want | | | | especially enjoyable. Dramatic play should be |
| to feel like a princess? What little boy doesn't | | | | scheduled at least three times a week. Teachers |
| want to imagine himself as a cowboy? A | | | | should offer costume choices each time. Having |
| well-developed Early Childhood Curriculum should | | | | duplicate costumes is good! Children like to play |
| contain time for dramatic play for children of all | | | | together and, when they see a classmate in the |
| abilities. Yet many costumes present | | | | same costume, they have a better understanding |
| inconveniences for children with special needs. | | | | of when they themselves look like in the same |
| Traditional, Halloween-type costumes often cause | | | | costume. It fosters cooperative and imaginative |
| tripping hazards or are too difficult to put on. Look | | | | play. |
| for costumes designed specifically for the early | | | | Dramatic play is fun. Children learn from their |
| childhood classroom and special needs classroom. | | | | make-believe adventures. They relax and have |
| Teachers and parents should look for costumes | | | | fun. Despite their youth, they can sense that they |
| without string ties and without bulk. For safety | | | | will not be evaluated on their play or have to |
| reasons, costumes should be shorter than | | | | meet certain expectations or performance |
| ankle-length. Watch out for costume parts that | | | | standards. After all, it is make believe! Children of |
| might become tangled in wheelchair wheels or | | | | all abilities should be encouraged to play "let's |
| other moving parts. | | | | pretend," using easy-to-put-on costumes. |