22–36 monthsCreating with MaterialsExpressive arts and design: Exploring and using media and materials
Shows an interest in the way musical instruments sound.
Observe whether the child: shows an interest in the way musical instruments sound.
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
Shows momentary curiosity (looks, touches, makes a sound once) but does not sustain exploration or vary how they play to notice differences. Interest may be driven by movement (banging) rather than listening to the sound result.
What you might see
When given a shaker/drum, drops it or walks away without making sounds or returning to it.
Makes one bang and then moves on, not showing any listening or repeated exploration.
Bangs an instrument repeatedly but does not change how they play even when an adult models a different action.
Looks briefly when an adult plays an instrument but does not approach or attempt to explore it.
Expected
On track
Explores instrument sounds in supported play: makes sounds repeatedly and varies action a little (shake vs tap) to hear differences. Attends to the sound (pauses to listen) and may show preference for certain instruments when offered choices.
What you might see
Shakes a shaker, pauses, then shakes again, watching and listening to the sound.
Tries two actions on the same instrument (tap vs scrape) after seeing an adult do it.
Exceeding
Going further
Sustains interest in how instruments sound: deliberately varies volume, speed, or technique to change the sound and listens to the outcome. Compares instruments ("loud/quiet", "fast/slow") and uses sound exploration in songs or musical play.
What you might see
Plays the instrument softly then loudly and smiles or comments, showing awareness of the sound change.
Chooses between two instruments based on sound preference and returns to it during free play.
Demonstrates to a peer "listen" and repeats a sound pattern to invite imitation.
Combines two instruments on purpose (e.g., drum + bells) and adjusts playing to make a chosen effect (quiet, fast, slow).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During play, offer two instruments (e.g., shaker and drum) and ask: "Which sound do you like?" Notice whether your child listens and chooses based on sound.
At tidy-up time, make a 'quiet vs loud' game: "Can you play it quietly like a mouse? Now loudly like a giant?" Notice whether your child changes how they play to change sound.
During bath, give a waterproof container and spoon and ask: "What sounds can you make?" Notice whether your child experiments (tap, splash, scrape) and listens to differences.
On a walk, stop and listen for a sound (birds, traffic) then ask: "Can you make a sound like that with your shaker/claps?" Notice whether your child attends to sound quality and tries to match it.
During a favourite song, pause and invite your child to add instrument sounds at the chorus. Notice whether they time playing to musical moments and stay engaged.
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 (Development Matters 2012 / DM2012), Expressive arts and design: Exploring and using media and materials, 22-36 months.
The construct is DM2012's observable capturing exploratory auditory engagement with instruments within creative media and materials development.
Developmental research
Gordon, E. E. (1980). Learning Sequences in Music: Skill, Content, and Patterns. GIA Publications.
Early musical development involves attending to, discriminating, and experimenting with sound patterns, aligning with observation of intentional variation and sustained interest in instrument sounds.
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
Shows little interest in instrument sounds and does not attend or explore how instruments make different noises. May ignore instruments or use them only briefly without listening or varying actions.
When given a shaker/drum, drops it or walks away without making sounds or returning to it.
Makes one bang and then moves on, not showing any listening or repeated exploration.
Emerging
Shows momentary curiosity (looks, touches, makes a sound once) but does not sustain exploration or vary how they play to notice differences. Interest may be driven by movement (banging) rather than listening to the sound result.
Bangs an instrument repeatedly but does not change how they play even when an adult models a different action.
Looks briefly when an adult plays an instrument but does not approach or attempt to explore it.
Developing
Explores instrument sounds in supported play: makes sounds repeatedly and varies action a little (shake vs tap) to hear differences. Attends to the sound (pauses to listen) and may show preference for certain instruments when offered choices.
Shakes a shaker, pauses, then shakes again, watching and listening to the sound.
Tries two actions on the same instrument (tap vs scrape) after seeing an adult do it.
Secure
Sustains interest in how instruments sound: deliberately varies volume, speed, or technique to change the sound and listens to the outcome. Compares instruments ("loud/quiet", "fast/slow") and uses sound exploration in songs or musical play.
Plays the instrument softly then loudly and smiles or comments, showing awareness of the sound change.
Chooses between two instruments based on sound preference and returns to it during free play.
Reflexive
Applies sound exploration creatively: experiments to achieve a desired effect (soft/loud, long/short), combines instruments intentionally, and may demonstrate or invite peers to listen for differences. Transfers interest to found sounds (pots, boxes) while still attending to sound quality.
Demonstrates to a peer "listen" and repeats a sound pattern to invite imitation.
Combines two instruments on purpose (e.g., drum + bells) and adjusts playing to make a chosen effect (quiet, fast, slow).
