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40–60 monthsCreating with Materials

Selects tools and techniques needed to shape, assemble and join materials they are using.

Observe whether the child: selects tools and techniques needed to shape, assemble and join materials they are using.

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

Chooses a tool with prompts ("use scissors") but selection is often mismatched to the task; technique is inconsistent and needs close adult support.

What you might see

  • Tries to join card with a crayon or pushes pieces together without tape/glue and does not seek an effective method.
  • Waits for an adult to pick tools (scissors, tape) and does not attempt to choose when options are available.
  • Chooses glue for everything even when tape would be more effective, and needs repeated reminders to apply/press correctly.
  • Holds scissors but cannot coordinate cutting without hand-over-hand help and does not switch to a different technique.

Expected

On track

Selects from a small range of tools and basic joining techniques in familiar contexts (tape, glue, simple fasteners), sometimes changing tool after feedback.

What you might see

  • Chooses tape to attach two pieces after an adult asks, "What could help it stick?" and presses it down with support.
  • Uses a hole punch and thread/pipe cleaner to join parts after seeing a model, repeating the technique for a second join.

Exceeding

Going further

Independently selects suitable tools and techniques to shape, assemble, and join, and uses them competently to achieve a stable result.

What you might see

  • Selects scissors to cut a shape, then chooses glue or tape to assemble parts and holds/presses until secure.
  • Chooses a technique to shape material (roll, bend, fold) and then joins it (tape, fastener) to keep the shape.
  • Says why they chose a tool ("tape is stronger for this box") and changes plan when it fails (adds tabs, uses more tape).
  • Supports a peer by suggesting an alternative tool/technique ("try stapler/hole punch") and demonstrates how to use it.

Try this at home

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

  • During a make-and-do activity (box model, collage), lay out tape, glue, child-safe scissors, and fasteners; watch whether your child chooses what they need to cut/shape/join without being told.

  • At tidy-up, ask your child to repair a small tear in paper (safe context) and notice whether they suggest tape/glue and use it effectively.

  • In pretend play, offer fabric and pegs/clips and observe whether your child selects clips to join materials (e.g., making a cape) and adjusts placement to keep it on.

  • At baking time, give a goal like 'make balls then flatten them' (dough) and watch whether your child chooses the right technique (roll/press) and changes if needed.

  • When building a simple craft (paper chain), notice whether your child chooses how to join links (glue vs tape) and adapts if links come apart.

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), Expressive arts and design: Exploring and using media and materials (40-60 months).

    Treats tool/technique selection for shaping and joining as a core observable marker of progressing independence with media and materials.

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
Does not choose tools/techniques for shaping or joining, and relies on adults to select and use tools or uses one tool inappropriately for many tasks.
  • Tries to join card with a crayon or pushes pieces together without tape/glue and does not seek an effective method.
  • Waits for an adult to pick tools (scissors, tape) and does not attempt to choose when options are available.
Emerging
Chooses a tool with prompts ("use scissors") but selection is often mismatched to the task; technique is inconsistent and needs close adult support.
  • Chooses glue for everything even when tape would be more effective, and needs repeated reminders to apply/press correctly.
  • Holds scissors but cannot coordinate cutting without hand-over-hand help and does not switch to a different technique.
Developing
Selects from a small range of tools and basic joining techniques in familiar contexts (tape, glue, simple fasteners), sometimes changing tool after feedback.
  • Chooses tape to attach two pieces after an adult asks, "What could help it stick?" and presses it down with support.
  • Uses a hole punch and thread/pipe cleaner to join parts after seeing a model, repeating the technique for a second join.
Secure
Independently selects suitable tools and techniques to shape, assemble, and join, and uses them competently to achieve a stable result.
  • Selects scissors to cut a shape, then chooses glue or tape to assemble parts and holds/presses until secure.
  • Chooses a technique to shape material (roll, bend, fold) and then joins it (tape, fastener) to keep the shape.
Reflexive
Explains tool/technique choices, anticipates which will work best for different materials, and adapts method when materials or aims change (sometimes supporting peers).
  • Says why they chose a tool ("tape is stronger for this box") and changes plan when it fails (adds tabs, uses more tape).
  • Supports a peer by suggesting an alternative tool/technique ("try stapler/hole punch") and demonstrates how to use it.