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30–50 monthsCreating with Materials

Beginning to be interested in and describe the texture of things.

Observe whether the child: beginning to be interested in and describe the texture of things.

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

Touches different materials briefly and may show preference (seeks/avoids), but uses limited words/gestures to describe how it feels.

What you might see

  • Handles different materials (fabric, sand, foil) in the same quick way and does not look back or comment when offered a new texture.
  • Does not respond to prompts like "How does it feel?" and avoids touching most textures offered.
  • Touches a new texture, then immediately wipes hands or pulls away without attempting to re-try or explore.
  • Shows preference by reaching for one texture (e.g., soft blanket) and pushing away another, but does not name or describe it.

Expected

On track

Explores textures with hands/fingers and uses simple descriptive words or comparisons (e.g., "soft", "bumpy") in familiar play or routines.

What you might see

  • Rubs fingers over a textured surface (e.g., corrugated card) and says a simple descriptor such as "bumpy" or "rough".
  • Compares two items by feel (e.g., "soft" teddy vs "hard" block) when an adult asks, "Which feels softer?"

Exceeding

Going further

Notices and describes textures across activities, compares materials (rougher/smoother), and chooses materials based on how they feel.

What you might see

  • Spontaneously comments on feel during play (e.g., "sticky" glue, "squishy" playdough) and continues exploring.
  • Chooses materials based on texture for a purpose (e.g., picks "soft" cotton for a pretend bed; avoids scratchy material for wrapping).
  • Explains a choice using texture (e.g., "This is smoother so it will slide") and tests by touching again.
  • Suggests how to change texture (e.g., "add water to make it squishier" or "press it to make bumps").

Try this at home

Small everyday moments where you can notice this behaviour without setting up anything special.

  • At mealtime, offer foods with different textures (crunchy/soft) and notice whether your child comments on how they feel in the mouth or uses words like "crunchy"/"soft".

  • During bath time, provide a sponge, washcloth, and rubber toy and ask, "Which feels rough/smooth?" Watch whether your child explores and describes.

  • On a walk, invite your child to touch safe surfaces (tree bark, smooth wall) and listen for any texture words or comparisons they use.

  • During craft, use glue, cotton wool, sand, or foil and notice whether your child chooses materials for how they feel and talks about "sticky"/"soft"/"scratchy".

  • At story time, pause on pictures of objects (e.g., fluffy animal, shiny metal) and ask, "How do you think it would feel?"

Connected behaviours

Behaviours that scaffold, follow, or co-emerge with this one.

Where this comes from

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).

    Frames growing attention to sensory qualities like texture as an observable marker of exploration with materials.

Five-level rubric (detailed)Show

The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.

Not Yet
Shows little interest in how things feel and does not explore textures through touch or language, even when offered varied materials.
  • Handles different materials (fabric, sand, foil) in the same quick way and does not look back or comment when offered a new texture.
  • Does not respond to prompts like "How does it feel?" and avoids touching most textures offered.
Emerging
Touches different materials briefly and may show preference (seeks/avoids), but uses limited words/gestures to describe how it feels.
  • Touches a new texture, then immediately wipes hands or pulls away without attempting to re-try or explore.
  • Shows preference by reaching for one texture (e.g., soft blanket) and pushing away another, but does not name or describe it.
Developing
Explores textures with hands/fingers and uses simple descriptive words or comparisons (e.g., "soft", "bumpy") in familiar play or routines.
  • Rubs fingers over a textured surface (e.g., corrugated card) and says a simple descriptor such as "bumpy" or "rough".
  • Compares two items by feel (e.g., "soft" teddy vs "hard" block) when an adult asks, "Which feels softer?"
Secure
Notices and describes textures across activities, compares materials (rougher/smoother), and chooses materials based on how they feel.
  • Spontaneously comments on feel during play (e.g., "sticky" glue, "squishy" playdough) and continues exploring.
  • Chooses materials based on texture for a purpose (e.g., picks "soft" cotton for a pretend bed; avoids scratchy material for wrapping).
Reflexive
Uses texture language flexibly to plan and explain choices ("I need something smooth"), and may suggest ways to make or change a texture.
  • Explains a choice using texture (e.g., "This is smoother so it will slide") and tests by touching again.
  • Suggests how to change texture (e.g., "add water to make it squishier" or "press it to make bumps").