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40–60 monthsCreating with Materials

Constructs with a purpose in mind, using a variety of resources.

Observe whether the child: constructs with a purpose in mind, using a variety of resources.

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

Has a simple purpose ("a house") but uses limited resources or abandons the plan; needs adult suggestions to choose different materials to achieve the aim.

What you might see

  • Builds a short tower or pile, then moves on without naming a purpose or trying to make it into something.
  • Uses only one resource type (e.g., only blocks) even when other materials are available and needed for the idea (e.g., roof).
  • Says "it's a car" but does not add features to make it function (space to sit, wheels) unless an adult directs each step.
  • Tries one approach, it fails (falls/doesn’t fit), and the child stops rather than choosing different resources.

Expected

On track

Constructs for a familiar purpose using more than one type of resource (blocks + fabric/boxes), with some adult support to plan and persist.

What you might see

  • Builds a "home" using blocks and adds a cloth as a roof after an adult suggests using something different.
  • Uses boxes as walls and blocks as supports for a bridge, needing reminders to keep the purpose in mind ("for the cars").

Exceeding

Going further

Plans a purposeful construction, selects and combines a variety of resources to meet the goal, and adapts the build when problems arise.

What you might see

  • Names the purpose ("garage for the cars") and builds a space with an entrance sized for the toy, using blocks plus a flat piece for a roof.
  • Uses different resources for different functions (stiffer card for walls, tape for joins, blocks for support) and tests the build with the toy.
  • Modifies the design after testing (widens the entrance, adds support) and explains the change ("so it won’t fall").
  • Collaborates by assigning roles or integrating peers’ ideas ("you make the door, I’ll make the roof") while keeping the shared purpose.

Try this at home

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

  • During free play, ask, "What are you building and what is it for?" Observe whether your child keeps the purpose in mind and chooses different resources to make it work.

  • Offer mixed resources (blocks, boxes, tape, fabric, tubes) and see whether your child combines them intentionally (not just randomly) to achieve a goal like 'a bridge for cars'.

  • At outdoor play, suggest building a shelter for a toy using sticks/leaves/rocks; watch whether your child selects varied materials for different functions (walls/roof/support).

  • During a transition (waiting time), set a quick challenge: "Can you build a bed for your teddy using what’s here?" Notice whether your child uses whatever resources are available to meet the aim.

  • If the construction doesn’t work at first, notice whether your child changes materials or structure to solve the problem rather than starting over aimlessly.

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).

    Defines purposeful construction using varied resources as an observable indicator of planning and control in media/material use.

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
Builds without a clear goal and uses a narrow range of materials, not sustaining construction towards a purpose.
  • Builds a short tower or pile, then moves on without naming a purpose or trying to make it into something.
  • Uses only one resource type (e.g., only blocks) even when other materials are available and needed for the idea (e.g., roof).
Emerging
Has a simple purpose ("a house") but uses limited resources or abandons the plan; needs adult suggestions to choose different materials to achieve the aim.
  • Says "it's a car" but does not add features to make it function (space to sit, wheels) unless an adult directs each step.
  • Tries one approach, it fails (falls/doesn’t fit), and the child stops rather than choosing different resources.
Developing
Constructs for a familiar purpose using more than one type of resource (blocks + fabric/boxes), with some adult support to plan and persist.
  • Builds a "home" using blocks and adds a cloth as a roof after an adult suggests using something different.
  • Uses boxes as walls and blocks as supports for a bridge, needing reminders to keep the purpose in mind ("for the cars").
Secure
Plans a purposeful construction, selects and combines a variety of resources to meet the goal, and adapts the build when problems arise.
  • Names the purpose ("garage for the cars") and builds a space with an entrance sized for the toy, using blocks plus a flat piece for a roof.
  • Uses different resources for different functions (stiffer card for walls, tape for joins, blocks for support) and tests the build with the toy.
Reflexive
Designs more complex purposeful constructions, explains reasoning and resource choices, iterates to improve function, and can collaborate/lead peers in the build.
  • Modifies the design after testing (widens the entrance, adds support) and explains the change ("so it won’t fall").
  • Collaborates by assigning roles or integrating peers’ ideas ("you make the door, I’ll make the roof") while keeping the shared purpose.