Observe whether the child: uses movement to express feelings.
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 big movements when excited or upset (jumping, stomping), but these are not consistently used as intentional expression. Often needs an adult to label the feeling before movement becomes expressive.
What you might see
When asked to ‘show happy/sad with your body’, looks unsure or repeats the same movement for all feelings.
Moves quickly and roughly regardless of mood (no noticeable change in movement quality).
Expresses upset only through crying/shouting without any expressive gesture or posture changes beyond distress.
Jumps and flaps arms when excited but cannot repeat the movement later as an intentional ‘happy dance’.
Stomps when frustrated but stops as soon as attention shifts; does not use movement to communicate needs.
Copies an adult’s ‘sad’ droop once, then returns to neutral posture immediately.
Expected
On track
Uses movement to show basic feelings (happy, angry, tired, scared) in supported play or music/movement games, often by copying adult models. Expression may be clear in the moment but not sustained across contexts.
What you might see
In a movement game, can do ‘happy’ (jumping) and ‘tired’ (slow walking) when prompted.
Acts out ‘scared’ by hiding behind hands during pretend with adult support.
Uses larger movements for excitement and smaller movements for calm when an adult cues the contrast.
Exceeding
Going further
Spontaneously uses movement to express and sometimes regulate feelings (e.g., dance when happy, slow cuddly movements when calm, stiff/tight movements when angry) across different situations. Can adjust intensity when prompted (gentle vs big).
What you might see
Starts moving to music in a way that matches mood (bouncy for upbeat; slow swaying for calm) without being told.
Uses posture/gesture to show feelings to others (arms crossed + turning away; open arms + smile).
Responds to “be gentle” by softening movement while still expressing the feeling (quiet ‘sad’ sway).
Shows the same feeling in different ways depending on context (e.g., ‘angry’ as stomping in play, clenched slow steps in story).
Uses movement to communicate a feeling in pretend to a peer and waits for the peer’s response.
Switches deliberately between feelings in a ‘feelings dance’ (happy → scared → calm) with clear transitions.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
When music plays at home, notice whether your child’s movement changes with the feel of the music (bouncy, slow, strong) as a way of expressing emotion.
During storytime, pause and ask, “Show me how the character feels with your body,” and observe whether your child uses different movements for different feelings.
In daily transitions (leaving the park, waiting for food), watch whether your child expresses feelings through posture and movement (e.g., slumped, tense, bouncing) in ways you can interpret.
Try a mirror game: you do a ‘feeling movement’ (calm sway, excited jump) and see if your child copies and then invents their own feeling-movement.
After a disagreement, observe whether your child can shift from big upset movements into calmer, gentler movement 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 (30–50 months).
Provides the framework-native movement-as-expression statement used as the construct wording.
Developmental research
Stern, D. N. (1985). The Interpersonal World of the Infant: A View from Psychoanalysis and Developmental Psychology.
Introduces affect attunement and vitality forms, grounding how movement qualities can express and communicate feeling states.
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
Movement is mainly functional (getting from place to place) or uncontrolled escalation, with little sign the child is using their body to communicate feelings. Expressive movement is rare or not interpretable.
When asked to ‘show happy/sad with your body’, looks unsure or repeats the same movement for all feelings.
Moves quickly and roughly regardless of mood (no noticeable change in movement quality).
Expresses upset only through crying/shouting without any expressive gesture or posture changes beyond distress.
Emerging
Shows big movements when excited or upset (jumping, stomping), but these are not consistently used as intentional expression. Often needs an adult to label the feeling before movement becomes expressive.
Jumps and flaps arms when excited but cannot repeat the movement later as an intentional ‘happy dance’.
Stomps when frustrated but stops as soon as attention shifts; does not use movement to communicate needs.
Copies an adult’s ‘sad’ droop once, then returns to neutral posture immediately.
Developing
Uses movement to show basic feelings (happy, angry, tired, scared) in supported play or music/movement games, often by copying adult models. Expression may be clear in the moment but not sustained across contexts.
In a movement game, can do ‘happy’ (jumping) and ‘tired’ (slow walking) when prompted.
Acts out ‘scared’ by hiding behind hands during pretend with adult support.
Uses larger movements for excitement and smaller movements for calm when an adult cues the contrast.
Secure
Spontaneously uses movement to express and sometimes regulate feelings (e.g., dance when happy, slow cuddly movements when calm, stiff/tight movements when angry) across different situations. Can adjust intensity when prompted (gentle vs big).
Starts moving to music in a way that matches mood (bouncy for upbeat; slow swaying for calm) without being told.
Uses posture/gesture to show feelings to others (arms crossed + turning away; open arms + smile).
Responds to “be gentle” by softening movement while still expressing the feeling (quiet ‘sad’ sway).
Reflexive
Uses nuanced movement to portray feelings in role-play or dance (changes speed, shape, level), can shift expression deliberately to match a story or audience, and may invite others to interpret or copy the feeling-movement.
Shows the same feeling in different ways depending on context (e.g., ‘angry’ as stomping in play, clenched slow steps in story).
Uses movement to communicate a feeling in pretend to a peer and waits for the peer’s response.
Switches deliberately between feelings in a ‘feelings dance’ (happy → scared → calm) with clear transitions.
