Observe whether the child: expresses self through physical action and sound.
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
Sometimes uses a big movement or sound when highly excited or upset, often fleeting or by copying an adult. The expression is inconsistently linked to what the child is doing or feeling.
What you might see
Plays with toys with minimal vocalising, aside from protesting/crying when frustrated.
Moves mainly to get something (reach/grab/climb) rather than to show an idea (e.g., no dancing/gesture play).
During songs or rhymes, watches but rarely adds actions or sounds even when familiar.
Copies an adult’s sound effect once (e.g., “vroom”) but stops quickly and returns to quiet play.
Jumps or squeals when excited, but the movement/sound is brief and not repeated as expressive play.
Stamps or shouts when upset, but does not shift to varied expressive actions (only escalation).
Expected
On track
Intentionally uses familiar actions (e.g., jumping, clapping, stomping) and vocal sounds (e.g., animal noises, sound effects) to show what they are doing or how they feel, especially in supported play. May need encouragement to start or sustain.
What you might see
Pushes a toy and adds matching sound effects (e.g., “beep beep”) while moving their body with it.
Uses body actions to show a feeling (e.g., hugs self and makes a soft sound when “cold”; stomps with an “argh!” when annoyed) after a cue.
Starts an action-and-sound pattern (clap + “la-la”) and repeats it several times during play.
Exceeding
Going further
Spontaneously combines movement and sound to express ideas and feelings in play and routines, varying intensity (louder/softer, faster/slower) to match meaning. Uses expression to engage others’ attention, not only for self.
What you might see
Creates a mini “performance” (dance + vocalising) when music starts, without being asked.
Changes volume/tempo to fit meaning (quiet tiptoeing + whispery sounds; loud marching + drum-like sounds).
Uses gesture + sound to communicate to others (e.g., beckons and makes a “ta-da!” sound to show what they did).
Invents different movements/sounds for different pretend roles (e.g., “baby” voice + rocking; “monster” stomp + growl).
Invites someone to copy (“Do like me”) and waits for their turn before repeating the action-sound pattern.
Adjusts expression to the listener (bigger movements for a group; quieter actions when asked to be gentle).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During a familiar rhyme (e.g., action song), notice whether your child adds their own actions/sounds (not just copying) to show the meaning.
At mealtime, watch whether your child uses gesture + sound to express reactions (e.g., ‘yummy!’ noises, excited tapping, ‘yuck’ face + sound) before or alongside words.
When waiting for something (shoes on, leaving the house), see if your child expresses feelings through movement/sound (e.g., bouncing with excitement, stamping with frustration) in a way you can interpret.
In pretend play with a toy (car/animal/doll), notice whether your child uses sound effects and matching body movement to bring the play to life.
After a small upset (toy breaks), watch whether your child can shift from loud upset sounds into calmer expressive actions (e.g., cuddle toy, sigh, gentle rocking) with minimal support.
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 (16–26 months).
Provides the framework-native observable statement used as the construct wording and developmental expectation.
Developmental research
Trevarthen, C. (1999). Musicality and the intrinsic motive pulse: evidence from human psychobiology and infant communication.
Supports the developmental role of coordinated movement and vocal sound for expressive communication and shared meaning-making.
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
Body movements and sounds are mostly functional (e.g., reaching, fussing) rather than expressive play. The child shows little intentional variation of action or sound to convey ideas or feelings.
Plays with toys with minimal vocalising, aside from protesting/crying when frustrated.
Moves mainly to get something (reach/grab/climb) rather than to show an idea (e.g., no dancing/gesture play).
During songs or rhymes, watches but rarely adds actions or sounds even when familiar.
Emerging
Sometimes uses a big movement or sound when highly excited or upset, often fleeting or by copying an adult. The expression is inconsistently linked to what the child is doing or feeling.
Copies an adult’s sound effect once (e.g., “vroom”) but stops quickly and returns to quiet play.
Jumps or squeals when excited, but the movement/sound is brief and not repeated as expressive play.
Stamps or shouts when upset, but does not shift to varied expressive actions (only escalation).
Developing
Intentionally uses familiar actions (e.g., jumping, clapping, stomping) and vocal sounds (e.g., animal noises, sound effects) to show what they are doing or how they feel, especially in supported play. May need encouragement to start or sustain.
Pushes a toy and adds matching sound effects (e.g., “beep beep”) while moving their body with it.
Uses body actions to show a feeling (e.g., hugs self and makes a soft sound when “cold”; stomps with an “argh!” when annoyed) after a cue.
Starts an action-and-sound pattern (clap + “la-la”) and repeats it several times during play.
Secure
Spontaneously combines movement and sound to express ideas and feelings in play and routines, varying intensity (louder/softer, faster/slower) to match meaning. Uses expression to engage others’ attention, not only for self.
Creates a mini “performance” (dance + vocalising) when music starts, without being asked.
Changes volume/tempo to fit meaning (quiet tiptoeing + whispery sounds; loud marching + drum-like sounds).
Uses gesture + sound to communicate to others (e.g., beckons and makes a “ta-da!” sound to show what they did).
Reflexive
Adapts movement and sound flexibly for different audiences and situations (e.g., performs for others, changes style to fit a story). May invite others to join, copy, or take turns, sustaining expressive exchanges.
Invents different movements/sounds for different pretend roles (e.g., “baby” voice + rocking; “monster” stomp + growl).
Invites someone to copy (“Do like me”) and waits for their turn before repeating the action-sound pattern.
Adjusts expression to the listener (bigger movements for a group; quieter actions when asked to be gentle).
