30–50 monthsCreating with MaterialsExpressive arts and design: Exploring and using media and materials
Uses various construction materials.
Observe whether the child: uses various construction materials.
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 a second type of construction material when offered but may handle it briefly without integrating it into play or building.
What you might see
When multiple construction materials are available, repeatedly selects only one type (e.g., only one block set) and ignores others.
Stops building when the preferred material is unavailable rather than switching to another construction option.
Briefly explores a new construction material (e.g., touches/handles cardboard tubes) after being invited, then returns to the usual material.
Uses a different material only when an adult places it directly into their hands and prompts use.
Expected
On track
Uses a range of construction materials across sessions (e.g., blocks, boxes, tubes) and begins to notice simple differences (size/fit/strength) with adult support.
What you might see
Builds with two different materials in one session after suggestion (e.g., uses blocks plus a box as a base).
Chooses a different material when prompted by a problem (e.g., swaps to bigger blocks after a small-block base collapses).
Exceeding
Going further
Independently chooses from different construction materials and combines them in play (e.g., mixing blocks with boxes), adapting choices to make the build work.
What you might see
Spontaneously selects from different materials (blocks, boxes, fabric, recycled containers) and uses them in a coherent build.
Combines materials in a way that improves the build (e.g., uses a flat board/book as a platform; uses a box as a stable base).
Explains a choice in simple terms (e.g., “this one is strong”) and changes materials to meet an intention (taller/stronger/wider).
Tries two different materials for the same role (e.g., two types of supports) and compares which balances better before continuing.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Home build: put out a mix of safe materials (blocks, empty boxes, tubes, cushions) and see whether your child chooses more than one to build.
Outdoor: invite your child to build a “den” with blankets plus chairs/pegs and observe whether they combine materials to make it work.
Tidy-up time: ask “what could we use to make it stronger?” and watch whether your child swaps or adds materials rather than giving up.
Story/toy play: suggest building something for a toy (garage/house/bridge) and notice whether your child selects different materials for different parts.
Transitions: offer a new construction material (e.g., magnetic tiles if usually blocks) and observe whether your child explores it and incorporates it into building.
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): “Uses various construction materials.”
The framework positions varied material use as a visible indicator of broadening exploration and construction competence.
Developmental research
Gibson, J. J. (1979). The Ecological Approach to Visual Perception. Boston: Houghton Mifflin.
Affordance-based accounts support why trying different materials helps children perceive what each material enables (stacking, bridging, enclosing) and select accordingly.
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 only one familiar construction material or avoids construction resources; does not explore different materials even when available.
When multiple construction materials are available, repeatedly selects only one type (e.g., only one block set) and ignores others.
Stops building when the preferred material is unavailable rather than switching to another construction option.
Emerging
Tries a second type of construction material when offered but may handle it briefly without integrating it into play or building.
Briefly explores a new construction material (e.g., touches/handles cardboard tubes) after being invited, then returns to the usual material.
Uses a different material only when an adult places it directly into their hands and prompts use.
Developing
Uses a range of construction materials across sessions (e.g., blocks, boxes, tubes) and begins to notice simple differences (size/fit/strength) with adult support.
Builds with two different materials in one session after suggestion (e.g., uses blocks plus a box as a base).
Chooses a different material when prompted by a problem (e.g., swaps to bigger blocks after a small-block base collapses).
Secure
Independently chooses from different construction materials and combines them in play (e.g., mixing blocks with boxes), adapting choices to make the build work.
Spontaneously selects from different materials (blocks, boxes, fabric, recycled containers) and uses them in a coherent build.
Combines materials in a way that improves the build (e.g., uses a flat board/book as a platform; uses a box as a stable base).
Reflexive
Selects and combines materials strategically for a purpose (stability, height, enclosure), explains preferences, and experiments with alternatives when a material does not work.
Explains a choice in simple terms (e.g., “this one is strong”) and changes materials to meet an intention (taller/stronger/wider).
Tries two different materials for the same role (e.g., two types of supports) and compares which balances better before continuing.
