30–50 monthsCreating with MaterialsExpressive arts and design: Exploring and using media and materials
Explores colour and how colours can be changed.
Observe whether the child: explores colour and how colours can be changed.
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
Shows interest in different colours and notices changes when they happen (e.g., smudging/layering) but exploration is brief and mostly accidental.
What you might see
Chooses one colour and uses it only, ignoring available alternatives even when invited to try another.
When colours smudge or change through layering, does not look at the change or attempt to repeat it.
Swaps crayons/paints between two colours briefly, then returns to a single colour without further exploration.
Accidentally layers one colour on top of another and pauses to look, but does not try it again.
Expected
On track
Intentionally changes colour in simple ways (switches colours, layers, adds water/white) in familiar activities, often with adult prompts or shared attention.
What you might see
Layers one colour over another after an adult suggests it (e.g., “try putting blue on top”) and repeats once to see the effect again.
Adds water or uses a lighter/darker tool (e.g., presses harder/softer) when prompted and notices the change (looks, points, or says “different”).
Exceeding
Going further
Independently explores ways colours change (mixing, layering, light/dark, wet/dry) and repeats actions to see the effect, using simple descriptive language.
What you might see
Mixes or blends colours repeatedly (e.g., swirls two paints; rubs two crayons together on paper) and watches the colour change happen.
Chooses a new colour purposefully to change an area (e.g., adds another colour to make a section “different”) and keeps exploring for several minutes.
Says what they are trying to do with colour (e.g., “make it darker” / “change it”) and adjusts steps (adds more, layers again) until satisfied.
Shows a peer/adult a discovered effect (e.g., “look”) and demonstrates how to repeat the colour change.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Art time: offer two paint colours and a brush—does your child try combining them (mixing or layering) and watch what happens?
Outdoor chalk: give two chalk colours and notice whether your child layers one over another or rubs them together to change the colour.
Bath time: provide coloured bath crayons or food-colour water (safe) and observe whether your child experiments with adding more/less to change shade.
Mealtime: with safe colour-changing experiences (e.g., adding a little milk to a coloured drink), notice whether your child comments and asks to try again.
Story play: ask “how can we make a new colour?” and watch whether your child tries a method (mixing/layering) rather than only naming colours.
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): “Explores colour and how colours can be changed.”
The framework specifies experimentation with colour change as an observable behaviour in the 30–50 month band.
Developmental research
Piaget, J. (1952). The Origins of Intelligence in Children. New York: International Universities Press.
Developmental theory emphasises learning through experimentation with materials and observing effects, matching repeated colour-change exploration.
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 colours without noticing or exploring differences; sticks to one colour or uses colours interchangeably without experimenting.
Chooses one colour and uses it only, ignoring available alternatives even when invited to try another.
When colours smudge or change through layering, does not look at the change or attempt to repeat it.
Emerging
Shows interest in different colours and notices changes when they happen (e.g., smudging/layering) but exploration is brief and mostly accidental.
Swaps crayons/paints between two colours briefly, then returns to a single colour without further exploration.
Accidentally layers one colour on top of another and pauses to look, but does not try it again.
Developing
Intentionally changes colour in simple ways (switches colours, layers, adds water/white) in familiar activities, often with adult prompts or shared attention.
Layers one colour over another after an adult suggests it (e.g., “try putting blue on top”) and repeats once to see the effect again.
Adds water or uses a lighter/darker tool (e.g., presses harder/softer) when prompted and notices the change (looks, points, or says “different”).
Secure
Independently explores ways colours change (mixing, layering, light/dark, wet/dry) and repeats actions to see the effect, using simple descriptive language.
Mixes or blends colours repeatedly (e.g., swirls two paints; rubs two crayons together on paper) and watches the colour change happen.
Chooses a new colour purposefully to change an area (e.g., adds another colour to make a section “different”) and keeps exploring for several minutes.
Reflexive
Predicts and tests colour changes to achieve an intention (e.g., “make it darker”), compares outcomes, and explains or shows others what changed the colour.
Says what they are trying to do with colour (e.g., “make it darker” / “change it”) and adjusts steps (adds more, layers again) until satisfied.
Shows a peer/adult a discovered effect (e.g., “look”) and demonstrates how to repeat the colour change.
