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30–50 monthsCreating with Materials

Realises tools can be used for a purpose.

Observe whether the child: realises tools can be used for a purpose.

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

Uses a tool for its intended purpose only after demonstration, but may revert to non-purposeful use or need frequent reminders.

What you might see

  • Given a paintbrush, uses it mainly to tap the table/air without applying it to paint or a surface to make marks.
  • When trying to join two items, does not reach for or accept an appropriate tool (e.g., tape/glue) and abandons the task quickly.
  • After an adult models using scissors to cut paper, copies the action briefly but then uses scissors to poke or wave rather than cut.
  • Uses a glue stick on paper after prompting but stops before it has any joining effect and needs adult re-direction to continue.

Expected

On track

Shows understanding that specific tools help achieve specific effects (cut, join, spread, scoop) in familiar activities when options are provided.

What you might see

  • Chooses a tool from a small set when asked (e.g., selects a brush to paint rather than a crayon) and uses it to create an effect.
  • Uses a tool in a familiar way to achieve a simple goal (e.g., uses tape to attach two pieces, uses a spreader to spread glue) with minimal support.

Exceeding

Going further

Selects and uses common tools purposefully across contexts (art, construction, snack prep), adjusting how they use the tool to improve the result.

What you might see

  • During making/constructing, switches tools when the first choice does not work well (e.g., changes from big brush to small brush for details).
  • Uses tools with controlled actions (e.g., holds scissors correctly and makes multiple snips; uses a spreader to cover a wider area to help sticking).
  • States a goal (e.g., “I need it to stick”) and independently gathers an appropriate tool/material to achieve it (tape/glue/clip).
  • Shows another child which tool to use and why (e.g., hands them tape for joining; demonstrates how to press it down).

Try this at home

Small everyday moments where you can notice this behaviour without setting up anything special.

  • Snack prep (supervised): offer a spoon, tongs, and a small bowl—does your child choose a tool to transfer food and adjust if it spills?

  • Craft time: put out tape, glue, and a brush/spreader—watch whether your child selects a tool to join items rather than using hands alone.

  • Bath time: provide a sponge and a cup—notice whether your child uses the cup to pour/fill and the sponge to wipe/squeeze for a clear purpose.

  • Outdoor play: offer a small shovel and a bucket—does your child use the shovel to fill the bucket and change technique when the sand is wet/dry?

  • Tidy-up: leave a small brush and dustpan available—see whether your child uses them to move crumbs/toy bits into the pan instead of using hands.

Connected behaviours

Behaviours that scaffold, follow, or co-emerge with this one.

Where this comes from

The framework source and supporting developmental research.

Framework source

  • Development Matters in the EYFS (2012), Expressive arts and design: Exploring and using media and materials (30–50 months): “Realises tools can be used for a purpose.”

    The framework specifies purposeful tool use as observable progress within exploring and using media and materials.

Developmental research

  • Gibson, J. J. (1979). The Ecological Approach to Visual Perception. Boston: Houghton Mifflin.

    Affordance-based accounts link perception to action possibilities, supporting why children begin to recognise what tools are for through use in context.

Five-level rubric (detailed)Show

The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.

Not Yet
Uses tools without linking them to an outcome (e.g., waves or bangs tools) and does not change approach to achieve a goal.
  • Given a paintbrush, uses it mainly to tap the table/air without applying it to paint or a surface to make marks.
  • When trying to join two items, does not reach for or accept an appropriate tool (e.g., tape/glue) and abandons the task quickly.
Emerging
Uses a tool for its intended purpose only after demonstration, but may revert to non-purposeful use or need frequent reminders.
  • After an adult models using scissors to cut paper, copies the action briefly but then uses scissors to poke or wave rather than cut.
  • Uses a glue stick on paper after prompting but stops before it has any joining effect and needs adult re-direction to continue.
Developing
Shows understanding that specific tools help achieve specific effects (cut, join, spread, scoop) in familiar activities when options are provided.
  • Chooses a tool from a small set when asked (e.g., selects a brush to paint rather than a crayon) and uses it to create an effect.
  • Uses a tool in a familiar way to achieve a simple goal (e.g., uses tape to attach two pieces, uses a spreader to spread glue) with minimal support.
Secure
Selects and uses common tools purposefully across contexts (art, construction, snack prep), adjusting how they use the tool to improve the result.
  • During making/constructing, switches tools when the first choice does not work well (e.g., changes from big brush to small brush for details).
  • Uses tools with controlled actions (e.g., holds scissors correctly and makes multiple snips; uses a spreader to cover a wider area to help sticking).
Reflexive
Plans ahead by choosing tools to match an intention, explains the choice in simple language, and can suggest or demonstrate the right tool for a peer.
  • States a goal (e.g., “I need it to stick”) and independently gathers an appropriate tool/material to achieve it (tape/glue/clip).
  • Shows another child which tool to use and why (e.g., hands them tape for joining; demonstrates how to press it down).