40–60 monthsFine Motor SkillsPhysical Development: Moving and Handling
Uses simple tools to effect changes to materials.
Observe whether the child: uses simple tools to effect changes to 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
Attempts to use simple tools with some intention, but control is inconsistent and the tool often does not produce the intended change without adult stabilisation or re-teaching.
What you might see
When given scissors and paper, the child squeezes without cutting or uses two hands on the scissors, then hands them back for an adult to do it.
During craft, the child avoids tools (won't use glue stick/spreader) and instead smears glue with fingers or abandons the task.
The child tries to cut but the blades drift and the paper tears; they need an adult to reposition the paper for each snip.
The child uses a tool (stamp/roller/spatula) but the action is too light or too forceful, so the material barely changes or collapses.
Expected
On track
Uses simple tools to change materials in supported or familiar contexts (adult starts the cut, sets up the task, provides thick materials). Can repeat the action but accuracy varies.
What you might see
With thick paper and a clear start point, the child makes several snips with scissors, but stops often to re-position or ask for help.
The child uses a rolling pin to flatten playdough in a tray, but the thickness remains uneven and they need reminders to use steady pressure.
Exceeding
Going further
Independently uses a range of simple tools (e.g., scissors, glue spreader, hole punch, rolling pin) to produce intended changes to materials with improving accuracy and endurance.
What you might see
The child uses a hole punch or stapler with control and produces repeated, successful results without constant adult correction.
The child cuts across a strip of paper with scissors and creates a clear change (fringe/shape pieces) while keeping the material positioned with the other hand.
When a tool doesn't work well (e.g., paper too thick), the child chooses an alternative (thinner paper, different scissors) or changes approach (shorter snips).
The child completes a multi-step make (cut, glue, then add details) using tools throughout and maintains focus on the intended outcome.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During a simple craft, offer tape, child-safe scissors, and glue; notice whether your child independently uses tools to change the materials (cut, attach, spread).
At playdough time, invite your child to use a rolling pin or plastic knife to change the shape; observe whether they can achieve an intended change (flatten, slice).
In the kitchen, give safe tools (tongs, plastic spreader) to move or spread items; notice whether your child can control the tool to get the result they want.
Offer a box of recyclables and a hole punch/stapler (supervised); see whether your child uses a tool to make holes/join pieces to build something.
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) — Physical Development: Moving and Handling (40–60+ months).
The construct is framework-native and defines purposeful tool use as an observable behaviour for changing materials in this age band.
Other sources
Folio, M. R., & Fewell, R. R. (2000). Peabody Developmental Motor Scales, Second Edition (PDMS-2). PRO-ED.
Fine-motor competence is assessed via observable manipulation and tool-use tasks, consistent with monitoring controlled changes to materials.
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 use simple tools to create an intended change; tool actions are mostly random or avoided. Needs an adult to complete the tool step (cut, spread, stamp, join).
When given scissors and paper, the child squeezes without cutting or uses two hands on the scissors, then hands them back for an adult to do it.
During craft, the child avoids tools (won't use glue stick/spreader) and instead smears glue with fingers or abandons the task.
Emerging
Attempts to use simple tools with some intention, but control is inconsistent and the tool often does not produce the intended change without adult stabilisation or re-teaching.
The child tries to cut but the blades drift and the paper tears; they need an adult to reposition the paper for each snip.
The child uses a tool (stamp/roller/spatula) but the action is too light or too forceful, so the material barely changes or collapses.
Developing
Uses simple tools to change materials in supported or familiar contexts (adult starts the cut, sets up the task, provides thick materials). Can repeat the action but accuracy varies.
With thick paper and a clear start point, the child makes several snips with scissors, but stops often to re-position or ask for help.
The child uses a rolling pin to flatten playdough in a tray, but the thickness remains uneven and they need reminders to use steady pressure.
Secure
Independently uses a range of simple tools (e.g., scissors, glue spreader, hole punch, rolling pin) to produce intended changes to materials with improving accuracy and endurance.
The child uses a hole punch or stapler with control and produces repeated, successful results without constant adult correction.
The child cuts across a strip of paper with scissors and creates a clear change (fringe/shape pieces) while keeping the material positioned with the other hand.
Reflexive
Chooses and sequences tools to achieve a goal, adapts technique when the material/tool behaves differently, and can explain or follow basic safety and care routines while working.
When a tool doesn't work well (e.g., paper too thick), the child chooses an alternative (thinner paper, different scissors) or changes approach (shorter snips).
The child completes a multi-step make (cut, glue, then add details) using tools throughout and maintains focus on the intended outcome.
