Captures experiences and responses with a range of media, such as music, dance and paint and other materials or words.
Observe whether the child: captures experiences and responses with a range of media, such as music, dance and paint and other materials or words.
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
After an experience, may choose a medium and make a mark/movement/sound, then label it vaguely or only when asked. Representation is inconsistent and usually supported by adult questioning.
What you might see
Smears paint or scribbles quickly with no attempt to name or share what it represents.
Bangs an instrument repeatedly without linking sound to an idea or event (no ‘this is rain’/‘this is marching’).
Moves around during music without showing a connection to an experience or feeling (no change to match meaning).
Makes a drawing after an outing but only labels it when an adult guesses repeatedly.
Dances a quick movement and says “fun” after being asked, but cannot connect it to what happened.
Chooses a material because it is available, not because it helps show a particular experience.
Expected
On track
Uses one medium in familiar contexts to represent something that happened or how they felt (e.g., draws ‘park’, dances ‘storm’, sings about ‘going home’) and can explain briefly. Often needs a prompt to connect the creation to the experience.
What you might see
After a walk, draws and says “rain” or “bus” and points to the marks as the thing they mean.
Acts out an experience in movement (e.g., ‘going fast on the slide’) when prompted “Show me with your body.”
Sings or chants about what they are doing (“making cake”, “going home”) in a simple repeated phrase.
Exceeding
Going further
Independently selects from different media to depict experiences and responses and can share meaning with others (“This is when…”). Adds some representational features (choices of colour, repeated rhythm, recognisable actions/words) and sustains the idea while creating.
What you might see
Without prompting, makes a picture/model and tells an adult what happened (“This is grandma’s house”).
Uses sound/music to represent an event (e.g., taps lightly for ‘rain’, loud for ‘thunder’) and explains.
Switches media across the day (draws, then later acts it out) to revisit the same experience or feeling.
Combines media to deepen meaning (draws a scene, then adds a song or movement to show what happened).
Revises the work to make it clearer after feedback (“I’ll add more so you know it’s the park”).
Explains choices (“I used red because I was angry” / “I made it loud because it was a big bus”).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
After a routine experience (shopping, park), offer a choice (draw, dance, sing, tell) and notice whether your child chooses a medium and uses it to ‘show what happened’.
During music time, ask “Can you make a ‘rain’ sound/movement?” and observe whether your child uses rhythm/movement as a representation of the experience.
At mealtime, invite “Show me your day” and see whether your child uses words, marks, or actions to communicate a specific event rather than generic talk.
Before bed, ask your child to ‘make’ how they felt today using their body or voice (movement/song) and observe whether it links to a real experience.
When your child makes art, ask “What is this about?” and notice whether they can connect it to an experience and explain it to you.
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 multi-media expression statement used as the construct wording.
Developmental research
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes.
Grounds the use of symbols and cultural tools (including language and representational media) as mechanisms for communicating and organising experience.
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 with media mainly for sensory action (smearing, banging, splashing) without showing that the creation represents an experience or feeling. Does not communicate what the work is ‘about’.
Smears paint or scribbles quickly with no attempt to name or share what it represents.
Bangs an instrument repeatedly without linking sound to an idea or event (no ‘this is rain’/‘this is marching’).
Moves around during music without showing a connection to an experience or feeling (no change to match meaning).
Emerging
After an experience, may choose a medium and make a mark/movement/sound, then label it vaguely or only when asked. Representation is inconsistent and usually supported by adult questioning.
Makes a drawing after an outing but only labels it when an adult guesses repeatedly.
Dances a quick movement and says “fun” after being asked, but cannot connect it to what happened.
Chooses a material because it is available, not because it helps show a particular experience.
Developing
Uses one medium in familiar contexts to represent something that happened or how they felt (e.g., draws ‘park’, dances ‘storm’, sings about ‘going home’) and can explain briefly. Often needs a prompt to connect the creation to the experience.
After a walk, draws and says “rain” or “bus” and points to the marks as the thing they mean.
Acts out an experience in movement (e.g., ‘going fast on the slide’) when prompted “Show me with your body.”
Sings or chants about what they are doing (“making cake”, “going home”) in a simple repeated phrase.
Secure
Independently selects from different media to depict experiences and responses and can share meaning with others (“This is when…”). Adds some representational features (choices of colour, repeated rhythm, recognisable actions/words) and sustains the idea while creating.
Without prompting, makes a picture/model and tells an adult what happened (“This is grandma’s house”).
Uses sound/music to represent an event (e.g., taps lightly for ‘rain’, loud for ‘thunder’) and explains.
Switches media across the day (draws, then later acts it out) to revisit the same experience or feeling.
Reflexive
Chooses media intentionally to fit purpose (e.g., dance to show a feeling, paint to show a place, words to explain), combines media, revises to be clearer, and can reflect briefly on what they made and why.
Combines media to deepen meaning (draws a scene, then adds a song or movement to show what happened).
Revises the work to make it clearer after feedback (“I’ll add more so you know it’s the park”).
Explains choices (“I used red because I was angry” / “I made it loud because it was a big bus”).
