Dolls and Figures That Promote Diversity and Inclusion in EYFS

Why are diverse dolls and figures important in Early Years education?

diverse dolls and figures help children see themselves, their families and their communities represented in everyday play. A thoughtfully chosen collection can support belonging, empathy, Communication and positive attitudes towards difference. In EYFS provision, these resources are most effective when they are available throughout the year and embedded naturally within meaningful, child-led play.

Children use dolls and small-world figures to explore relationships, recreate familiar experiences and make sense of the world around them. The characters available within Early Years environments influence the stories children can tell and the roles they imagine.

When children recognise aspects of themselves in play resources, it can strengthen their sense of belonging. Equally, encountering people whose lives or identities differ from their own helps children understand that families and communities are varied.

A well-planned collection might reflect differences in:

• Skin tone, hair colour and hair texture
• Disability and mobility
• Culture, faith and clothing
• Age and generation
• Family structure
• Gender roles and occupations

This is not about teaching complex ideas through adult-led explanations. It is about giving children authentic resources through which inclusive attitudes can develop naturally.

What does current EYFS and equality guidance say?

The EYFS statutory framework for group and school-based providers identifies Personal, Social and Emotional Development as fundamental to children’s development. It emphasises the importance of supportive relationships, understanding feelings and learning how to interact positively with others.

The DfE’s Development Matters guidance encourages practitioners to help children develop positive attitudes towards differences between people. Its Understanding the World guidance also supports children in recognising similarities and differences between families and communities.

The DfE’s practical guidance on creating an understanding of a diverse world recommends reflecting diversity across age, culture, disability, ethnicity, gender, religion, sexual orientation and family life.

The Equality Act 2010 protects people from discrimination. Publicly funded schools are also covered by the Public Sector Equality Duty, which requires them to have due regard to eliminating discrimination, advancing equality of opportunity and fostering good relations.

Diverse resources alone cannot meet these responsibilities, but they can contribute to an environment in which difference is visible, respected and treated as an ordinary part of life.

What challenges do EYFS practitioners face?

One common challenge is finding resources that represent children authentically rather than relying on stereotypes. A doll’s clothing should not be the only indication of culture, while disabled characters should be included in everyday stories rather than appearing only during discussions about disability.

Budget and storage may also limit how quickly a setting can develop its collection. Practitioners do not need to replace every resource at once. An audit can identify the most significant gaps and support gradual, purposeful purchasing.

Other challenges include:

• A collection that represents some children but excludes others
• Dolls with limited variations in skin tone or hair texture
• Figures showing only one type of family
• Disability representation being confined to medical scenarios
• Adults directing play so heavily that children cannot develop their own stories
• Resources being introduced for special events and then removed

The aim is not to make every set represent every possible identity. It is to build a varied collection across the whole environment.

How should settings choose inclusive dolls and figures?

Begin by considering the children, families and wider community connected to the setting. Children should be able to find familiar people within the collection, but provision should also widen their understanding beyond their immediate experiences.

Look for dolls and figures that:

• Represent a meaningful range of skin tones and features
• Include different hair textures and styles
• Show disabled people participating in ordinary daily life
• Include varied ages, from babies to older adults
• Support different family groupings
• Avoid limiting particular jobs, interests or behaviours by gender
• Are robust, safe and suitable for the intended age group

Representation should extend beyond the dolls themselves. Clothing, role-play accessories, books, photographs, Puzzles and small-world environments should work together to create consistent messages about belonging.

What does inclusive role play look like in practice?

In a Nursery home corner, children might use a varied set of dolls to recreate arrivals, mealtimes, celebrations or visits from relatives. Family photographs supplied with permission can help practitioners introduce vocabulary that reflects the children’s own experiences.

Within a small-world town, figures with different skin tones, ages and disabilities can take on a wide range of roles. A wheelchair user might be a teacher, shopkeeper, parent or firefighter rather than appearing only in a hospital scene.

Practitioners can support this play through sensitive, open-ended prompts:

• “Who lives in this house?”
• “What does this character enjoy doing?”
• “How could we make sure everyone can enter the building?”
• “What does this family need for their journey?”
• “How are these characters helping one another?”

Adults should listen carefully to the language children use. If a child expresses a misconception or excludes a character because of difference, the practitioner can respond calmly, correct the idea in age-appropriate language and model inclusion without shaming the child.

What common mistakes should practitioners avoid?

Treating diversity as a special topic
Diverse figures should be part of continuous provision rather than appearing only during festivals, themed weeks or cultural celebrations. Everyday visibility sends a stronger message that everyone belongs.

Using one resource to represent an entire community
No single doll can represent everyone who shares a skin tone, disability, religion or culture. A varied collection helps children understand individuality within communities.

Reinforcing stereotypes through adult language
Avoid assuming a character’s role, personality or family circumstances from their appearance. Encourage children to develop varied stories and challenge limiting ideas gently.

Choosing representation without considering accessibility
Children need to be able to handle, position and play with the resources independently. Figures should be appropriate for children’s developmental stages and accessible within the environment.

Expecting the resources to do all the work
inclusive role play depends on adult modelling, relationships, language and the wider curriculum. Dolls and figures are valuable tools, but they cannot replace thoughtful teaching and a culture of respect.

How can educators get the most from inclusive resources?

Review the collection regularly rather than treating inclusion as a one-off purchasing task. Observe which resources children choose, the stories they create and any identities or experiences that remain absent.

Practitioners can also:

• Invite families to share accurate vocabulary, experiences and traditions
• Pair figures with inclusive stories and real-life photographs
• Rotate settings and accessories without removing core representation
• Include disabled characters in adventurous, domestic and professional roles
• Model respectful language during play
• Address stereotypes when they arise
• Check that diversity is visible across the whole environment
• Include children’s interests when extending the collection

This approach makes inclusion part of daily practice while keeping play open-ended and child-led.

How does Hope Education support this area of learning?

Hope Education understands that practitioners need resources that support purposeful play while reflecting the children and communities they serve. Our approach begins with the learning experience: helping children build relationships, communicate ideas and develop a secure sense of belonging.

By bringing together dolls, family figures, small-world resources and role-play materials, Hope Education helps settings create provision that feels relevant, welcoming and ready for the varied stories children want to tell.