30–50 monthsCreating with MaterialsExpressive arts and design: Exploring and using media and materials
Explores and learns how sounds can be changed.
Observe whether the child: explores and learns how sounds 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
Notices that sounds happen and makes occasional small changes (e.g., taps once then again), but does not yet persist to change or compare sounds.
What you might see
Bangs the same object in the same way repeatedly even when offered alternatives (e.g., different surfaces) and does not pause to listen.
Stops using a sound-making toy when the sound changes (e.g., different rattle) rather than exploring the new sound.
Tries one change after an adult models (e.g., taps the drum once softly after seeing it) but returns to the usual pattern.
Briefly pauses and looks when a sound changes (e.g., lid on/off) but does not try to recreate the change.
Expected
On track
Tries simple ways to change sound in familiar play (e.g., taps harder/softer, shakes faster/slower) and listens for what happens when prompted.
What you might see
Taps the same object on the table then on the floor and looks/listens as the sound changes.
Shakes a container slowly then quickly and repeats when an adult says, "Can you make it louder/quieter?"
Exceeding
Going further
Intentionally changes sounds in different ways and repeats actions to get a chosen effect (e.g., quiet/loud, fast/slow, high/low) across several materials.
What you might see
Chooses between tapping, scraping, shaking, or squeezing to make a different sound with the same material.
Repeats a sound-changing action several times (e.g., tap-tap pause) to produce a predictable pattern and listens for the effect.
Says what they are trying (e.g., "I want it quiet") and adjusts how they play to achieve it (softer tapping, different surface).
Shows another child how to change the sound (e.g., "Tap it here—listen") and checks whether the sound changed.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
At bath time, offer two containers (plastic cup, metal cup) and notice whether your child tries different ways of making sounds (tapping, pouring, swishing) and listens for differences.
During tidy-up, give a lidded tub with a few items inside and ask, "How can we make it louder or quieter?" Watch whether they change speed/force or add/remove items.
On a walk, pause by different surfaces (fence, wall, bench) with a safe stick/spoon and see whether your child experiments with tapping different surfaces to change the sound.
At music time, play a beat and ask, "Can you make your shaker sound soft… now loud?" Observe whether they intentionally change volume/tempo.
In kitchen play, provide wooden spoon + metal pot + plastic bowl and see whether they choose different tools/surfaces to change the sound.
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).
Positions sound exploration as a key observable behaviour in early experimentation with media and materials.
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
Does not attend to or explore differences in sounds, and uses sound-making objects in one repetitive way without trying changes.
Bangs the same object in the same way repeatedly even when offered alternatives (e.g., different surfaces) and does not pause to listen.
Stops using a sound-making toy when the sound changes (e.g., different rattle) rather than exploring the new sound.
Emerging
Notices that sounds happen and makes occasional small changes (e.g., taps once then again), but does not yet persist to change or compare sounds.
Tries one change after an adult models (e.g., taps the drum once softly after seeing it) but returns to the usual pattern.
Briefly pauses and looks when a sound changes (e.g., lid on/off) but does not try to recreate the change.
Developing
Tries simple ways to change sound in familiar play (e.g., taps harder/softer, shakes faster/slower) and listens for what happens when prompted.
Taps the same object on the table then on the floor and looks/listens as the sound changes.
Shakes a container slowly then quickly and repeats when an adult says, "Can you make it louder/quieter?"
Secure
Intentionally changes sounds in different ways and repeats actions to get a chosen effect (e.g., quiet/loud, fast/slow, high/low) across several materials.
Chooses between tapping, scraping, shaking, or squeezing to make a different sound with the same material.
Repeats a sound-changing action several times (e.g., tap-tap pause) to produce a predictable pattern and listens for the effect.
Reflexive
Plans and adjusts how to change sounds to match an idea, compares outcomes ("this one is louder"), and may suggest or show peers how to change the sound.
Says what they are trying (e.g., "I want it quiet") and adjusts how they play to achieve it (softer tapping, different surface).
Shows another child how to change the sound (e.g., "Tap it here—listen") and checks whether the sound changed.
