40–60 monthsCreating with MaterialsExpressive arts and design: Exploring and using media and materials
Experiments to create different textures.
Observe whether the child: experiments to create different textures.
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
Tries one or two texture changes when suggested (e.g., adds sand once) but does not compare results or repeat to explore further.
What you might see
Paints with the same stroke/pressure throughout and does not try dabbing, scraping, or adding materials even when offered.
Avoids touching or changing materials (e.g., will not press into dough or add collage items) and sticks to a single familiar texture.
Adds one material (e.g., glitter) after an adult suggests it, then moves on without looking/feeling the change.
Tries a single tool (e.g., sponge) for a few seconds, then returns to the usual brush without comparing results.
Expected
On track
Makes purposeful texture changes in familiar media (paint, dough, collage), noticing differences (smooth/lumpy) and repeating an action to recreate an effect.
What you might see
Dabs paint with a sponge to make a bumpy effect and repeats the dabbing to cover a chosen area.
Mixes a small amount of sand into paint after noticing it changes the feel, and comments or shows the difference.
Exceeding
Going further
Independently experiments with multiple methods to create and refine textures, compares outcomes, and chooses an approach to achieve a desired texture.
What you might see
Tries several tools (fork, comb, sponge) on dough/paint to make different textures and chooses one that matches their idea.
Layers materials (tissue, glue, paint) to build up texture, then presses/smooths parts to change the finish.
Adjusts the amount of added material (more/less water, more/less sand) after noticing the texture is not as intended.
Explains the method ("If we tap it, it makes bumps") and demonstrates to a peer, then evaluates the result together.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During art time, offer two tools (brush + sponge) and ask, "How can you make it look/feel bumpy or smooth?" Watch whether your child experiments and compares.
At playdough time, provide a fork/comb/rolling pin and notice whether your child tries different marks and chooses one to get a texture they want.
In the kitchen, let your child help mix (safe ingredients) and observe whether they notice and talk about texture changes (thicker/thinner, lumpy/smooth) and try adjustments.
At bath time, give foam/bubbles plus a washcloth and ask, "How could we make lots of bubbles or a smooth layer?" Watch for experimenting with rubbing/stirring/adding water.
Outdoors, collect natural items (leaves, grass, sand) and see whether your child tries rubbing/pressing them onto paper (with crayon rubbings or paint) to create textures.
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).
Explicitly recognises texture experimentation as an observable behaviour indicating developing control and curiosity with 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 in a single way and does not try changes that would alter texture (e.g., adding, mixing, pressing) or show interest in texture outcomes.
Paints with the same stroke/pressure throughout and does not try dabbing, scraping, or adding materials even when offered.
Avoids touching or changing materials (e.g., will not press into dough or add collage items) and sticks to a single familiar texture.
Emerging
Tries one or two texture changes when suggested (e.g., adds sand once) but does not compare results or repeat to explore further.
Adds one material (e.g., glitter) after an adult suggests it, then moves on without looking/feeling the change.
Tries a single tool (e.g., sponge) for a few seconds, then returns to the usual brush without comparing results.
Developing
Makes purposeful texture changes in familiar media (paint, dough, collage), noticing differences (smooth/lumpy) and repeating an action to recreate an effect.
Dabs paint with a sponge to make a bumpy effect and repeats the dabbing to cover a chosen area.
Mixes a small amount of sand into paint after noticing it changes the feel, and comments or shows the difference.
Secure
Independently experiments with multiple methods to create and refine textures, compares outcomes, and chooses an approach to achieve a desired texture.
Tries several tools (fork, comb, sponge) on dough/paint to make different textures and chooses one that matches their idea.
Layers materials (tissue, glue, paint) to build up texture, then presses/smooths parts to change the finish.
Reflexive
Plans and explains texture experiments, adjusts variables (amount of water, pressure, layering), and may show others how to get a particular texture effect.
Adjusts the amount of added material (more/less water, more/less sand) after noticing the texture is not as intended.
Explains the method ("If we tap it, it makes bumps") and demonstrates to a peer, then evaluates the result together.
