22–36 monthsCreating with MaterialsExpressive arts and design: Exploring and using media and materials
Creates sounds by banging, shaking, tapping or blowing.
Observe whether the child: creates sounds by banging, shaking, tapping or blowing.
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
Makes sounds occasionally (often by accident) and briefly repeats one action (e.g., a few bangs) after an adult demonstrates.
What you might see
Holds a shaker/drum-like object but does not shake/tap/bang it to make sound, even after a demonstration.
Drops or pushes objects without repeating any sound-making action (no intentional re-bang/re-tap).
After an adult taps/bangs, copies the action once or twice, then stops and switches activity.
Makes a sound accidentally (e.g., knocks two blocks together) and then repeats the same action once when it makes a noise.
Expected
On track
Intentionally makes sounds using one or two actions (banging/shaking/tapping/blowing) with familiar objects, especially when supported or invited.
What you might see
Uses a familiar object to make sound intentionally (e.g., taps a spoon on a pan or bangs two blocks together) for several seconds.
Tries a second method after support (e.g., shakes a container after banging it) and attends to the different sound.
Exceeding
Going further
Independently creates sounds in varied ways, tries different objects/actions, and listens to the result (loud/soft/fast/slow) in play.
What you might see
Selects an object specifically to make a sound (e.g., chooses the pan/drum, picks up the shaker) and begins playing without prompting.
Varies how they make the sound (e.g., changes speed/force or switches from tapping to banging) and pauses to listen.
Creates a simple repeated pattern (e.g., tap-tap-pause, tap-tap-pause) and repeats it more than once.
Explains or demonstrates a sound idea to a peer (e.g., hands them the shaker and shows how to make it louder/softer).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Kitchen play (supervised): offer two safe sound-makers (e.g., wooden spoon + plastic bowl, sealed shaker) and notice whether your child tries different actions to make sounds.
Outdoor walk: pause near an echoey spot (tunnel/underpass) and see whether your child experiments with tapping/voice sounds and repeats what they hear back.
Bath time: provide a cup and a floating toy and observe whether your child taps/splashes gently in repeated ways to make different sounds.
Story/rhyme: add a simple beat with clapping and watch whether your child joins by tapping the floor/table in time for a few seconds.
Free play: put out a whistle-free blowing toy (e.g., bubbles) and notice whether your child uses blowing intentionally to create an effect and repeats it.
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 (22–36 months): “Creates sounds by banging, shaking, tapping or blowing.”
This construct is a framework-defined observable behaviour capturing intentional sensory-motor exploration through sound.
Developmental research
Piaget, J. (1952). The Origins of Intelligence in Children. New York: International Universities Press.
Piagetian accounts of sensorimotor exploration and circular reactions ground why young children repeat actions (banging/shaking) to reproduce effects like sound.
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
Rarely attempts to make sounds with objects or voice; may hold materials without acting on them to produce sound.
Holds a shaker/drum-like object but does not shake/tap/bang it to make sound, even after a demonstration.
Drops or pushes objects without repeating any sound-making action (no intentional re-bang/re-tap).
Emerging
Makes sounds occasionally (often by accident) and briefly repeats one action (e.g., a few bangs) after an adult demonstrates.
After an adult taps/bangs, copies the action once or twice, then stops and switches activity.
Makes a sound accidentally (e.g., knocks two blocks together) and then repeats the same action once when it makes a noise.
Developing
Intentionally makes sounds using one or two actions (banging/shaking/tapping/blowing) with familiar objects, especially when supported or invited.
Uses a familiar object to make sound intentionally (e.g., taps a spoon on a pan or bangs two blocks together) for several seconds.
Tries a second method after support (e.g., shakes a container after banging it) and attends to the different sound.
Secure
Independently creates sounds in varied ways, tries different objects/actions, and listens to the result (loud/soft/fast/slow) in play.
Selects an object specifically to make a sound (e.g., chooses the pan/drum, picks up the shaker) and begins playing without prompting.
Varies how they make the sound (e.g., changes speed/force or switches from tapping to banging) and pauses to listen.
Reflexive
Combines sound-making actions to create simple patterns or contrasts, chooses actions to get a desired effect, and shares the sound idea with others.
Creates a simple repeated pattern (e.g., tap-tap-pause, tap-tap-pause) and repeats it more than once.
Explains or demonstrates a sound idea to a peer (e.g., hands them the shaker and shows how to make it louder/softer).
