30–50 monthsCreating with MaterialsExpressive arts and design: Exploring and using media and materials
Joins construction pieces together to build and balance.
Observe whether the child: joins construction pieces together to build and balance.
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
Attempts to connect or stack pieces but structures fall quickly; may need adult help to connect pieces or to persist after collapse.
What you might see
Given interlocking pieces, does not attempt to connect them; instead carries, throws, or piles them without joining.
When a simple stack falls, does not try again or change placement to make it stand.
Tries to connect two pieces but cannot align them; hands them to an adult to do the joining and then continues play.
Stacks several items but places them off-centre; tower falls repeatedly and the child abandons without adjusting the base.
Expected
On track
Joins pieces together to make simple builds (e.g., short train/bridge/tower) and can balance parts in familiar constructions with occasional support.
What you might see
Connects multiple pieces into a longer build (e.g., several blocks/tiles linked) with one or two re-tries to get the fit right.
Balances a piece across two supports (e.g., makes a simple bridge) after an adult suggests where to place the supports.
Exceeding
Going further
Independently joins pieces in purposeful ways and improves stability by adjusting base/placement, keeping the build standing for a sustained play episode.
What you might see
Chooses a wider base or moves pieces closer together after a collapse, resulting in a more stable tower/bridge.
Builds a standing structure and keeps it upright while adding or repositioning pieces carefully rather than knocking it down immediately.
Notices a stability issue and experiments (e.g., moves heavier pieces lower, adds a support) until the structure balances.
Tells or shows another child a strategy (e.g., “big ones on bottom”) and demonstrates the change that makes it stand.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Free play: offer an interlocking set (e.g., bricks/tiles) and watch whether your child joins pieces into something that stands rather than only stacking loosely.
Outdoor: use natural materials (sticks, stones, boxes) and notice whether your child tries to balance across two supports to make a “bridge”.
Transitions: set a quick challenge (“can you make it stand up?”) and observe whether your child persists and changes their approach after it falls.
Story play: build a “house for a toy” and see whether your child joins pieces intentionally to make walls/roof stable for the toy to go inside.
Mealtime: give small safe items (e.g., cups/containers) and observe whether your child stacks and re-stacks to keep a tower balanced.
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 (30–50 months): “Joins construction pieces together to build and balance.”
The framework defines purposeful joining and balancing as observable progress in construction and making.
Developmental research
Piaget, J., & Inhelder, B. (1956). The Child’s Conception of Space. London: Routledge & Kegan Paul.
Classic developmental work on emerging spatial concepts supports why building, balancing, and revising structures are meaningful indicators of spatial reasoning development.
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
Does not attempt to join pieces; mainly piles or scatters them and does not try to make a structure stand.
Given interlocking pieces, does not attempt to connect them; instead carries, throws, or piles them without joining.
When a simple stack falls, does not try again or change placement to make it stand.
Emerging
Attempts to connect or stack pieces but structures fall quickly; may need adult help to connect pieces or to persist after collapse.
Tries to connect two pieces but cannot align them; hands them to an adult to do the joining and then continues play.
Stacks several items but places them off-centre; tower falls repeatedly and the child abandons without adjusting the base.
Developing
Joins pieces together to make simple builds (e.g., short train/bridge/tower) and can balance parts in familiar constructions with occasional support.
Connects multiple pieces into a longer build (e.g., several blocks/tiles linked) with one or two re-tries to get the fit right.
Balances a piece across two supports (e.g., makes a simple bridge) after an adult suggests where to place the supports.
Secure
Independently joins pieces in purposeful ways and improves stability by adjusting base/placement, keeping the build standing for a sustained play episode.
Chooses a wider base or moves pieces closer together after a collapse, resulting in a more stable tower/bridge.
Builds a standing structure and keeps it upright while adding or repositioning pieces carefully rather than knocking it down immediately.
Reflexive
Builds with a clear intention, tests and revises to solve balance problems, and can explain or show a peer how to make the structure more stable.
Notices a stability issue and experiments (e.g., moves heavier pieces lower, adds a support) until the structure balances.
Tells or shows another child a strategy (e.g., “big ones on bottom”) and demonstrates the change that makes it stand.
