'Aprons Off' - Original Article By Dr Alistair Bryce-Clegg

Rethinking Aprons in Early Years Messy Play - By Dr Alistair Bryce-Clegg

Hey PLAY People,

Do aprons support messy play, or do they sometimes get in the way?

In this article, I take a closer look at how something as simple as putting on an apron can interrupt children’s play, break their focus, and even stop some from engaging altogether.

I’m not saying we need to get rid of aprons completely, but it’s worth rethinking how and when we use them. When we prioritise learning, and give children more choice, we often see deeper engagement, more creativity, and much happier play.

Rethinking Aprons in Early Years Messy Play

Messy play is a crucial part of high-quality Early Years education. Whether it's paint, water, mud or shaving foam, these kinds of experiences help children to develop their creativity, problem-solving, fine and gross motor skills, and their understanding of the world. 

Neuroscientific studies have shown that multi-sensory experiences activate and strengthen neural pathways, particularly in the prefrontal cortex, which is essential for executive functioning and self-regulation (Goswami, 2008; Shonkoff & Phillips, 2000).

Over the years, I’ve visited hundreds of settings and worked with lots of practitioners, and one thing I’ve noticed time and time again is how something as seemingly small as an apron can make or break a learning moment.

In many settings, children are asked, or told, to put on an apron before they can engage in messy play. It sounds sensible on paper. But I want to explore whether, from a developmental and pedagogical perspective, it might be worth rethinking that routine. 

Because in some cases, the apron-first rule might be doing more harm than good.

Disruption to Learning Flow

Children thrive in uninterrupted play. When they are deeply immersed in an experience, we see learning in its purest form: connections being made, ideas being tested, language being built. That state of complete focus, often called ‘flow’, is where the magic happens (Csikszentmihalyi, 1997).

As a practitioner, I worked with countless children drawn into a play experience, only to be halted, by me, with a well-meaning “Just put your apron on first.” In many cases, that pause broke the spell. For some, the excitement dwindled, the moment passed, and they simply walk away.

In my work as a consultant, I’ve watched this play out in setting after setting. The children who were previously hesitant often opt out of messy play altogether. It’s not that they don’t like the paint or water, it’s that the apron becomes a barrier. For boys, especially, I’ve noticed this pattern crop up repeatedly. The apron signals rules, control, effort, and for some, it’s just not worth it.

This observation aligns with research. Brooker and Edwards (2010) note that when children lose autonomy in how they access play, their engagement drops. Flow is lost. And learning slips away with it.

Sensory Discomfort

Now let’s talk about the aprons themselves. Let’s be honest…they’re not great. Cold plastic, often still damp from earlier use, and rarely the right size. For a child with sensory sensitivities, or just a strong sense of comfort, it’s not an inviting experience.

In one of the settings I supported, a practitioner described a child who loved water play but absolutely refused to wear the apron. Rather than pushing him, they simply let him get on with it. She said his engagement rocketed and his language exploded. And yes, his jumper got wet, but it was more than worth it.

Dunn’s Sensory Processing Framework (1997) helps us understand this - children who are sensitive to tactile input may react strongly to textures that others barely notice. Forcing them into an unpleasant piece of clothing can lead to withdrawal or resistance. But even for children without diagnosed sensory needs, we must ask…is the discomfort worth the interruption?

Learning Over Laundry?

Of course, as practitioners, we do care about the practical stuff. Clothes cost money. It is true that washing takes time, costs money and some families do not have regular access to washing facilities. These are valid points that we have to take into wider consideration

But, if we are looking at a blanket insistence on an apron, we have to ask, are we sacrificing rich, exploratory learning for the sake of clean sleeves?

In my consultancy work, I often remind teams that aprons aren’t magical. Paint still finds its way onto cuffs. Water still seeps through. They’re rarely fully effective. And children are quick to pick up on the message that cleanliness might be more important than curiosity. The long-term learning loss is not worth the short-term protection of a pair of leggings.

In their presearch Pyle and Danniels (2017) talk about how authentic play happens when children are fully immersed, literally! We have to decide whether we value clean clothes or transformative play.

Responding to Families’ Needs

This is where we really need to work in partnership. Some families simply cannot wash clothes every day, and for others, the cost of replacing ruined clothes is a genuine worry. We need to be respectful of this and proactive.

What’s worked brilliantly in some settings is to be up front. Include clear messaging letting parents know that their children will get messy. 

One setting I worked with had a big stash of oversized t-shirts which the children put on as they went into play and then took off when they were messy or dirty or at the end of the day.

If you want to try and protect children’s clothing, then just make sure you do it from the start of the session and don’t interrupt the play. 

Importantly, let children decide. If they want to wear an apron, great! If not, let it go. That small act of choice gives them a sense of agency. 

Article 12 of the UN Convention on the Rights of the Child (1989) tells us that children have the right to express their views and make choices about things that affect them. Even aprons!

In all my years as a practitioner and consultant, I’ve learned this - the richest learning is messy. It’s wet sleeves and dirty socks, sticky hands and soggy jumpers. It’s finding uninhibited joy in the world you inhabit.

Insisting on aprons can seem like a minor thing, but for many children, it’s a real obstacle. It disrupts flow, undermines autonomy, and puts adult concerns above children’s needs. By making apron wearing optional, and managing the practicalities with care, we honour children’s rights, support their development, and keep the focus where it should be…on play!

So next time a child reaches for the paint or heads towards the water tray, pause before reaching for the apron. Ask yourself… is this about protecting their clothes, or protecting their learning?

If you’ve ever had to scrub a bit of blue paint off your own trousers after a morning of play, you’ll know, it’s always been worth it.

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References

• Brooker, L. & Edwards, S. (2010). Engaging Play. Open University Press.

• Bruce, T. (2011). Learning Through Play: For Babies, Toddlers and Young Children. Hodder Education.

• Csikszentmihalyi, M. (1997). Finding Flow: The Psychology of Engagement with Everyday Life. Basic Books.

• Dunn, W. (1997). The Sensory Profile: User’s Manual. Psychological Corporation.

• Duffy, B. (2006). Supporting Creativity and Imagination in the Early Years. Open University Press.

• Goswami, U. (2019). Cognitive Development: The Learning Brain. Psychology Press.

• Lester, S. & Russell, W. (2008). Play for a Change: Play, Policy and Practice: A Review of Contemporary Perspectives. Play England.

• Moyles, J. (2010). The Excellence of Play. Open University Press.

• Pyle, A., & Danniels, E. (2017). A continuum of play-based learning: The role of the teacher in play-based pedagogy and the fear of hijacking play. Early Education and Development, 28(3), 274-289.

• United Nations. (1989). Convention on the Rights of the Child.