40–60 monthsCreating with MaterialsExpressive arts and design: Exploring and using media and materials
Manipulates materials to achieve a planned effect.
Observe whether the child: manipulates materials to achieve a planned effect.
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
Has a simple idea of what they want ("make it big"), but manipulation is trial-and-error and they need frequent adult prompts to adjust materials or technique.
What you might see
Spreads glue/paint randomly without targeting where it needs to go and does not respond to the goal (e.g., "make it stick").
Stops when the first attempt doesn't work (e.g., pieces fall off) rather than changing what they do.
Says what they want to make but changes approach repeatedly without linking changes to the intended effect.
After an adult says, "Try pressing harder/adding more," makes one change but does not independently choose a next adjustment.
Expected
On track
Works towards a planned effect in familiar activities (e.g., glue to stick, water to thin paint), making some purposeful adjustments with adult support.
What you might see
Adds water to paint after noticing it is thick, especially when prompted ("How can we make it spread?").
Rolls and presses playdough to make it flatter for a specific use ("pizza"), sometimes needing help to keep going.
Exceeding
Going further
Plans and carries out a sequence of actions, manipulating materials (mixing, shaping, attaching) to achieve a chosen effect, and checks the result as they go.
What you might see
Mixes materials (e.g., sand into paint, tissue into glue) to create a chosen look/feel and repeats the method on purpose.
Builds a simple model and adjusts materials to make it work (adds more tape to hold, changes the shape to fit).
Explains the plan ("I need it to stand up") and chooses/manipulates materials accordingly (stiffer card, wider base) without adult direction.
Notices an unintended result (too runny, not sticking) and independently changes technique/material (less water, different join).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During craft, ask your child what they are trying to make and watch whether they change how they use glue/tape/scissors to make parts actually stick or fit.
At playdough time, suggest a goal ("Can you make a flat base for a tower?") and notice whether your child rolls/presses/shapes to match the plan.
While building with boxes, ask, "How can we make it stand up?" Observe whether your child manipulates materials (folds, tapes, supports) to get the effect.
At mealtime, invite your child to help spread something (butter/jam) and notice whether they adjust pressure/angle to cover the bread evenly.
At bath time, give cups/funnels and a goal ("Fill this bottle without spilling") and observe whether they adjust pouring speed/position to achieve it.
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 EYFS (2012), Expressive arts and design: Exploring and using media and materials (40-60 months).
Defines purposeful manipulation of materials to reach an intended outcome as a key observable progression in using tools and media.
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
Uses materials without a clear intention for the outcome, and does not change how they use materials to get a desired effect.
Spreads glue/paint randomly without targeting where it needs to go and does not respond to the goal (e.g., "make it stick").
Stops when the first attempt doesn't work (e.g., pieces fall off) rather than changing what they do.
Emerging
Has a simple idea of what they want ("make it big"), but manipulation is trial-and-error and they need frequent adult prompts to adjust materials or technique.
Says what they want to make but changes approach repeatedly without linking changes to the intended effect.
After an adult says, "Try pressing harder/adding more," makes one change but does not independently choose a next adjustment.
Developing
Works towards a planned effect in familiar activities (e.g., glue to stick, water to thin paint), making some purposeful adjustments with adult support.
Adds water to paint after noticing it is thick, especially when prompted ("How can we make it spread?").
Rolls and presses playdough to make it flatter for a specific use ("pizza"), sometimes needing help to keep going.
Secure
Plans and carries out a sequence of actions, manipulating materials (mixing, shaping, attaching) to achieve a chosen effect, and checks the result as they go.
Mixes materials (e.g., sand into paint, tissue into glue) to create a chosen look/feel and repeats the method on purpose.
Builds a simple model and adjusts materials to make it work (adds more tape to hold, changes the shape to fit).
Reflexive
Anticipates material properties, adapts strategy when the result differs from the plan, and can explain the choices made to achieve the effect (sometimes coaching peers).
Explains the plan ("I need it to stand up") and chooses/manipulates materials accordingly (stiffer card, wider base) without adult direction.
Notices an unintended result (too runny, not sticking) and independently changes technique/material (less water, different join).
