Sign inStart free
Back to EYFS framework
Birth–11 monthsCreating with Materials

Explores and experiments with a range of media through sensory exploration, and using whole body.

Observe whether the child: explores and experiments with a range of media through sensory exploration, and using whole body.

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

Touches or mouths a small range of media briefly and returns with reassurance, beginning to explore with hands or feet.

What you might see

  • Touches a new texture (e.g., damp cloth) then quickly pulls away and does not re-approach.
  • Keeps hands closed or away when a sensory tray is offered, showing minimal reaching or grasping.
  • Is placed near sensory media but does not attempt to kick, pat, or move toward it.
  • Briefly pats water or foam, then pauses and returns after an adult reassurance.
  • Mouths or fingers a textured toy (ribbed, soft) for a short period, then drops it.
  • Touches gloop/paint with one fingertip, then wipes hand but tries again once more.

Expected

On track

Actively explores several media using hands/feet/body, repeating actions (squeeze, pat, kick) and watching the effects.

What you might see

  • Repeatedly squeezes a sponge or soft ball and watches it change shape.
  • Kicks feet against crinkly fabric or a water surface and repeats the action to hear/feel the effect.
  • Crawls or shuffles closer to a sensory surface (e.g., big paper) and pats it repeatedly.

Exceeding

Going further

Seeks out varied sensory experiences and uses whole-body exploration (rolling, patting, crawling, banging) while varying actions across media.

What you might see

  • Alternates between patting, rubbing, and tapping the same medium (e.g., foam) to explore different sensations.
  • Moves body position (rolls, reaches, leans) to access more of the sensory area and continues exploring.
  • Explores multiple media in one session (e.g., water then textured cloth) without distress and with sustained interest.
  • Switches between two media (e.g., dry fabric then wet sponge) and pauses as if comparing, repeating the switch.
  • Looks at an adult, vocalises, then returns to the sensory action as if inviting shared attention.
  • Offers an object or brings a hand toward the adult after exploring, then resumes exploring as if to 'show' what they found.

Try this at home

Small everyday moments where you can notice this behaviour without setting up anything special.

  • During tummy time, place two textures within reach (soft cloth and crinkly fabric)—notice whether your baby reaches, pats, mouths, or kicks to explore.

  • In the bath, offer a sponge and a cup—watch whether your baby splashes, squeezes, or pats repeatedly and changes actions to explore effects.

  • At mealtime, offer a safe sensory experience (e.g., thick puree on tray)—observe whether your baby swipes, pats, or presses and watches what happens.

  • Outdoors, let your baby touch grass or a textured mat—notice whether they pull away, re-approach, or explore with hands/feet.

  • With a big sheet of paper/plastic on the floor, encourage contact—see if your baby crawls/rolls onto it and uses whole-body movement to explore.

Connected behaviours

Behaviours that scaffold, follow, or co-emerge with this one.

Where this comes from

The framework source and supporting developmental research.

Framework source

  • Development Matters in the EYFS (2012), Department for Education (DfE).

    This construct is a verbatim DM2012 observable behaviour statement within Expressive arts and design: Exploring and using media and materials (birth-11m).

Developmental research

  • Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

    Rubric levels differentiate adult-supported sensory exploration from child-initiated, sustained exploration and sharing, consistent with a ZPD framing.

Five-level rubric (detailed)Show

The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.

Not Yet
Shows limited engagement with sensory media, tolerating only brief contact and not actively exploring with hands, feet, or body.
  • Touches a new texture (e.g., damp cloth) then quickly pulls away and does not re-approach.
  • Keeps hands closed or away when a sensory tray is offered, showing minimal reaching or grasping.
  • Is placed near sensory media but does not attempt to kick, pat, or move toward it.
Emerging
Touches or mouths a small range of media briefly and returns with reassurance, beginning to explore with hands or feet.
  • Briefly pats water or foam, then pauses and returns after an adult reassurance.
  • Mouths or fingers a textured toy (ribbed, soft) for a short period, then drops it.
  • Touches gloop/paint with one fingertip, then wipes hand but tries again once more.
Developing
Actively explores several media using hands/feet/body, repeating actions (squeeze, pat, kick) and watching the effects.
  • Repeatedly squeezes a sponge or soft ball and watches it change shape.
  • Kicks feet against crinkly fabric or a water surface and repeats the action to hear/feel the effect.
  • Crawls or shuffles closer to a sensory surface (e.g., big paper) and pats it repeatedly.
Secure
Seeks out varied sensory experiences and uses whole-body exploration (rolling, patting, crawling, banging) while varying actions across media.
  • Alternates between patting, rubbing, and tapping the same medium (e.g., foam) to explore different sensations.
  • Moves body position (rolls, reaches, leans) to access more of the sensory area and continues exploring.
  • Explores multiple media in one session (e.g., water then textured cloth) without distress and with sustained interest.
Reflexive
Initiates and sustains exploration, compares sensations (wet/dry, squishy/firm), and shares discoveries by looking back, vocalising, or offering objects to an adult.
  • Switches between two media (e.g., dry fabric then wet sponge) and pauses as if comparing, repeating the switch.
  • Looks at an adult, vocalises, then returns to the sensory action as if inviting shared attention.
  • Offers an object or brings a hand toward the adult after exploring, then resumes exploring as if to 'show' what they found.