40–60 monthsCreating with MaterialsExpressive arts and design: Exploring and using media and materials
Understands that different media can be combined to create new effects.
Observe whether the child: understands that different media can be combined to create new effects.
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
Will combine two media when an adult suggests it, but does so randomly and may not notice or comment on the change in effect.
What you might see
Uses only one item (e.g., just paint) and pushes away glue/collage pieces when offered.
Stops the activity when asked to add another material (e.g., tissue paper) and walks away.
Keeps colouring or painting in the same way without attempting layering even after modelling.
Adds glitter/sand to paint after an adult suggests it, but continues without looking at or reacting to the change in texture.
Glues a few scraps onto a picture when prompted, then immediately covers them with paint without noticing the new effect.
Tries a second medium for a few seconds (e.g., chalk on top of paint) then drops it and returns to the first.
Expected
On track
Combines two media in a familiar task with prompts, and notices the result (e.g., texture or colour intensity changes).
What you might see
After being shown, draws with wax crayon then paints over and points to areas where the crayon still shows through.
Adds a second material (e.g., collage fabric) when reminded and presses it down to stick, then rubs it and comments on how it feels.
Paints a background and, with a prompt, adds pen/felt-tip details on top to change the look.
Exceeding
Going further
Independently chooses and combines media to achieve an intended effect, and can explain what changed (e.g., layering, texture, contrast).
What you might see
Chooses to paint first and then add collage materials (e.g., foil/tissue) saying it will make it shiny or bumpy.
Uses two media in sequence (e.g., paint then chalk/pastel) without prompting to create contrast or highlights.
Selects two different papers (e.g., corrugated card and smooth paper) and combines them to make a deliberate texture effect.
Says what they are going to try (e.g., 'If I add water it will run') and then deliberately sprays/splashes to create that effect.
Tries two different combinations for the same goal (e.g., texture with sand vs. tissue) and compares which works better.
Shows another child how to layer media (e.g., draw first, then paint over) and explains the effect it creates.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During craft time, put out paper, glue, tissue, foil, and crayons—notice if your child chooses to combine materials without being told and talks about the effect.
When making a card, ask: 'What could we add to make it feel bumpy/shiny?' and watch whether they suggest mixing media (drawing + collage).
In the bath, offer foam and a washable colour tablet/paint—see if your child experiments with layering or mixing to change the look.
While decorating food (e.g., cupcakes), provide icing and toppings—notice whether they combine materials intentionally to create a new look/texture.
Outdoors, offer chalk and a spray bottle—see whether your child tests what happens when water is added over chalk marks.
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), Department for Education (DfE).
This construct is a verbatim DM2012 observable behaviour statement within Expressive arts and design: Exploring and using media and materials (40-60m).
Developmental research
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Rubric levels reflect increasing independence with adult/peer scaffolding consistent with a ZPD-informed progression.
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
Uses one medium at a time and avoids combining materials; may abandon the activity when a second medium is introduced.
Uses only one item (e.g., just paint) and pushes away glue/collage pieces when offered.
Stops the activity when asked to add another material (e.g., tissue paper) and walks away.
Keeps colouring or painting in the same way without attempting layering even after modelling.
Emerging
Will combine two media when an adult suggests it, but does so randomly and may not notice or comment on the change in effect.
Adds glitter/sand to paint after an adult suggests it, but continues without looking at or reacting to the change in texture.
Glues a few scraps onto a picture when prompted, then immediately covers them with paint without noticing the new effect.
Tries a second medium for a few seconds (e.g., chalk on top of paint) then drops it and returns to the first.
Developing
Combines two media in a familiar task with prompts, and notices the result (e.g., texture or colour intensity changes).
After being shown, draws with wax crayon then paints over and points to areas where the crayon still shows through.
Adds a second material (e.g., collage fabric) when reminded and presses it down to stick, then rubs it and comments on how it feels.
Paints a background and, with a prompt, adds pen/felt-tip details on top to change the look.
Secure
Independently chooses and combines media to achieve an intended effect, and can explain what changed (e.g., layering, texture, contrast).
Chooses to paint first and then add collage materials (e.g., foil/tissue) saying it will make it shiny or bumpy.
Uses two media in sequence (e.g., paint then chalk/pastel) without prompting to create contrast or highlights.
Selects two different papers (e.g., corrugated card and smooth paper) and combines them to make a deliberate texture effect.
Reflexive
Plans, tests, and revises combinations of media to get a specific effect, and generalises the idea to new materials (sometimes suggesting combinations to peers).
Says what they are going to try (e.g., 'If I add water it will run') and then deliberately sprays/splashes to create that effect.
Tries two different combinations for the same goal (e.g., texture with sand vs. tissue) and compares which works better.
Shows another child how to layer media (e.g., draw first, then paint over) and explains the effect it creates.
