Initiates new combinations of movement and gesture in order to express and respond to feelings, ideas and experiences.
Observe whether the child: initiates new combinations of movement and gesture in order to express and respond to feelings, ideas and experiences.
What it looks like
Three ways this behaviour shows up as a child grows. Each level includes everyday moments to watch for.
Emerging
Just starting
The child attempts simple gestures to show a feeling or idea, but the combinations are short, often copied, and need prompts to vary. New combinations appear occasionally but are not sustained.
What you might see
Asked to show a feeling with their body (for example excited vs sad), uses the same movement for both or only says the word.
During music or dance play, watches others or repeats one copied move without introducing any variation.
With prompts, uses a single gesture (for example arms crossed for angry) but quickly returns to neutral and does not combine gestures into a sequence.
Copies an adult movement sequence but does not change it or add new elements independently.
Expected
On track
In familiar songs, stories, or play, the child combines two or more movements/gestures to express an idea or feeling, sometimes with light adult cueing. They can respond to a change in mood or instruction by adjusting movement.
What you might see
Acts out a familiar idea using a combined sequence (for example tiptoe then jump for surprise) after a light prompt like 'show it with your body'.
Changes movement when the adult labels a feeling (for example becomes slow and droopy for tired) but needs reminders to add a second gesture.
Exceeding
Going further
The child independently invents and links movements and gestures into short expressive sequences to communicate feelings, ideas, or experiences. They adjust movement in response to others' cues and can sustain expressive movement over a longer stretch.
What you might see
Invents an expressive sequence for an experience (for example stormy wind, then hiding, then relief) and repeats it to communicate the idea.
Responds to another person's movement by changing their own (for example matching tempo or mirroring mood) to keep the shared expression going.
Explains to a peer what the movement means (for example 'this part is the monster sneaking') and adjusts movement to include the peer.
Spontaneously varies combinations to show shifts in feeling (for example brave, then scared, then calm) within one play episode.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During story time, pause and ask your child to show a character's feeling using their body, then notice whether they combine gestures and movements into a short sequence (not just one pose).
Play music with clear changes (fast/slow, loud/quiet) and notice whether your child invents new combinations of movement to match the changes without copying you first.
During a transition (getting ready to go out), ask 'Can you show me with your body what it's like when you're in a hurry / when you're calm?' and watch for varied combinations.
In outdoor play, invite 'move like' challenges (heavy elephant, sneaky cat, windy tree) and notice whether your child creates and combines gestures to show the idea.
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
Development Matters in the Early Years Foundation Stage (EYFS) (2012), Expressive Arts and Design: Being imaginative (40–60+ months).
The construct is framework-native and defined as an observable behaviour within Development Matters for this age band.
Five-level rubric (detailed)ShowHide
The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.
Not Yet
The child relies on a small set of repeated movements or mainly uses words, with little use of gesture/movement to show feelings or ideas. They rarely initiate new movement combinations and tend to copy others if they move at all.
Asked to show a feeling with their body (for example excited vs sad), uses the same movement for both or only says the word.
During music or dance play, watches others or repeats one copied move without introducing any variation.
Emerging
The child attempts simple gestures to show a feeling or idea, but the combinations are short, often copied, and need prompts to vary. New combinations appear occasionally but are not sustained.
With prompts, uses a single gesture (for example arms crossed for angry) but quickly returns to neutral and does not combine gestures into a sequence.
Copies an adult movement sequence but does not change it or add new elements independently.
Developing
In familiar songs, stories, or play, the child combines two or more movements/gestures to express an idea or feeling, sometimes with light adult cueing. They can respond to a change in mood or instruction by adjusting movement.
Acts out a familiar idea using a combined sequence (for example tiptoe then jump for surprise) after a light prompt like 'show it with your body'.
Changes movement when the adult labels a feeling (for example becomes slow and droopy for tired) but needs reminders to add a second gesture.
Secure
The child independently invents and links movements and gestures into short expressive sequences to communicate feelings, ideas, or experiences. They adjust movement in response to others' cues and can sustain expressive movement over a longer stretch.
Invents an expressive sequence for an experience (for example stormy wind, then hiding, then relief) and repeats it to communicate the idea.
Responds to another person's movement by changing their own (for example matching tempo or mirroring mood) to keep the shared expression going.
Reflexive
The child flexibly adapts a movement vocabulary across contexts (music, story, pretend play), communicates intentions to peers, and refines movement to convey nuance or to collaborate in shared expressive play.
Explains to a peer what the movement means (for example 'this part is the monster sneaking') and adjusts movement to include the peer.
Spontaneously varies combinations to show shifts in feeling (for example brave, then scared, then calm) within one play episode.
