Observe whether the child: developing preferences for forms of expression.
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 some expressive activities when set up by an adult, and may refuse others, but preferences are inconsistent or mood-dependent. Chooses a favourite for short periods but does not seek it out independently.
What you might see
Moves quickly between expressive options without settling, even when materials are ready.
Avoids messy or performative play and needs repeated adult persuasion to participate at all.
Uses the same minimal action in any medium (e.g., one quick scribble, then leaves).
Chooses one activity (e.g., stickers) today but avoids it tomorrow with no stable pattern.
Says “no” to a medium (paint, dance) but will join briefly if an adult sits and starts first.
Repeats a favourite action for a minute (e.g., tapping) then abandons it without returning.
Expected
On track
Begins to choose particular forms of expression more often (e.g., paint, music, movement, role-play) and returns to them across days. Can communicate likes/dislikes and persists longer in preferred activities.
What you might see
Goes to a preferred area (e.g., blocks for small-world stories, paint table) without being directed.
States a preference (“I want music”, “No paint”) and stays longer in the chosen activity.
Selects preferred tools/roles repeatedly (same colours, same instruments, same pretend role).
Exceeding
Going further
Consistently selects and sustains engagement in preferred forms, seeks them out, and can describe what they like about them (with words or gestures). Will try less-preferred forms with encouragement while maintaining clear favourites.
What you might see
Asks for a preferred medium (“Can we paint?” “I want to dance”) and persists through small frustrations.
Talks about what they like (“I like big painting” “I like loud drums”) or shows by repeating choices.
Tries a non-preferred medium for a short time when supported, then returns to their preferred form.
Chooses different media for different aims (draws a plan, then builds; dances to show a mood).
Requests specific materials to achieve an idea (asks for tape/scissors/extra colours to ‘make it right’).
Suggests to a peer what to use (“Let’s use paint for the ocean, then we can dance the storm”).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Offer two or three options (e.g., drawing, dancing, building) and notice which your child chooses first and returns to across the week.
After an outing, ask “How do you want to show what we did—draw it, act it out, or sing it?” and observe which mode your child prefers.
During tidy-up transitions, see whether your child requests a preferred expressive activity as a ‘next’ choice (e.g., music time, painting).
When a medium is slightly challenging (paint is messy, dance needs space), notice whether your child persists more in a preferred form than others.
Watch whether your child combines media on purpose (draw then build; sing while playing), which can signal a reflective preference and planning.
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: Being imaginative (30–50 months).
Provides the framework-native preference-development statement used as the construct wording.
Developmental research
Winnicott, D. W. (1971). Playing and Reality.
Connects play and creativity to the development of the self, supporting individual differences in preferred expressive ‘ways of being’ in play.
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
Engages briefly or reluctantly in expressive activities, with little indication of choosing a medium because they enjoy it. Participation is mostly adult-directed, and choices appear random or avoidant.
Moves quickly between expressive options without settling, even when materials are ready.
Avoids messy or performative play and needs repeated adult persuasion to participate at all.
Uses the same minimal action in any medium (e.g., one quick scribble, then leaves).
Emerging
Shows interest in some expressive activities when set up by an adult, and may refuse others, but preferences are inconsistent or mood-dependent. Chooses a favourite for short periods but does not seek it out independently.
Chooses one activity (e.g., stickers) today but avoids it tomorrow with no stable pattern.
Says “no” to a medium (paint, dance) but will join briefly if an adult sits and starts first.
Repeats a favourite action for a minute (e.g., tapping) then abandons it without returning.
Developing
Begins to choose particular forms of expression more often (e.g., paint, music, movement, role-play) and returns to them across days. Can communicate likes/dislikes and persists longer in preferred activities.
Goes to a preferred area (e.g., blocks for small-world stories, paint table) without being directed.
States a preference (“I want music”, “No paint”) and stays longer in the chosen activity.
Selects preferred tools/roles repeatedly (same colours, same instruments, same pretend role).
Secure
Consistently selects and sustains engagement in preferred forms, seeks them out, and can describe what they like about them (with words or gestures). Will try less-preferred forms with encouragement while maintaining clear favourites.
Asks for a preferred medium (“Can we paint?” “I want to dance”) and persists through small frustrations.
Talks about what they like (“I like big painting” “I like loud drums”) or shows by repeating choices.
Tries a non-preferred medium for a short time when supported, then returns to their preferred form.
Reflexive
Intentionally matches a form of expression to purpose or feeling (e.g., ‘I want to dance it’ vs ‘I want to paint it’), plans for needed materials, and may suggest options to peers or combine media strategically.
Chooses different media for different aims (draws a plan, then builds; dances to show a mood).
Requests specific materials to achieve an idea (asks for tape/scissors/extra colours to ‘make it right’).
Suggests to a peer what to use (“Let’s use paint for the ocean, then we can dance the storm”).
