8–20 monthsNumerical PatternsShape, Space and Measure (no distinct 2021 ELG)
Uses blocks to create their own simple structures and arrangements.
Observe whether the child: uses blocks to create their own simple structures and arrangements.
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
The child occasionally stacks or lines up a small number of blocks, often with instability, and may knock them down as part of the play. They show early intent to arrange blocks but need adult support to sustain building.
What you might see
The child repeatedly bangs blocks together or mouths them but does not place one block on another.
When given a set of blocks, the child scatters them and moves away without attempting an arrangement.
Any stacked block is immediately pushed over without re-attempting to rebuild.
The child stacks two blocks once, then knocks them down and does not rebuild unless an adult prompts.
The child places blocks in a rough line but does not maintain the arrangement and quickly changes activity.
With an adult starting a tower, the child adds one block but placement is misaligned and the tower falls.
Expected
On track
The child builds simple arrangements (e.g., a short tower, a row, a small cluster) and repeats the action, showing growing control and persistence. They may copy a very simple arrangement shown by an adult.
What you might see
The child independently stacks 2–3 blocks into a small tower and smiles/claps at the result.
The child lines up several blocks (a short ‘train’/row) and moves a toy along it.
After a collapse, the child tries again, adjusting where they put the next block.
Exceeding
Going further
The child consistently creates simple structures and arrangements with blocks, adjusts placement to keep them standing, and rebuilds after collapse. They can vary what they make (tower/row/‘bridge’) in different play contexts.
What you might see
The child builds a small tower and deliberately places blocks more centrally to keep it from falling.
The child makes different simple arrangements (row, pile, ‘wall’) within the same play session.
The child rebuilds a fallen structure without adult help and persists for 1–2 minutes.
The child builds an arrangement to achieve a goal in play (e.g., a ‘house’ for an animal, a ‘road’ for a car).
The child changes strategy when blocks won’t balance (uses a bigger block at the bottom, moves blocks closer).
The child shows a peer how to stack (“put it on top”) or hands blocks to cooperate on a shared structure.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During floor play, offer 6–10 blocks and watch whether your child arranges them (stack/line/cluster) rather than only banging or scattering them.
Build a tiny model (two blocks stacked) and pause: does your child try to copy or extend it by adding another block?
In small-world play (toy cars/animals), ask: “Can you make a house/bridge/road with the blocks?” Notice whether they use blocks as part of a simple structure.
At tidy-up, invite: “Put the blocks in a line to the box.” Observe whether your child can arrange blocks intentionally and persist briefly.
In outdoor play, use larger blocks (or boxes) and ask: “Can you make it tall?” Watch for stacking attempts and adjustments after it falls.
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) (DM2012) — Mathematics: Shape, space and measure (age band statements).
The framework identifies early block construction as an observable behaviour supporting spatial understanding through hands-on arranging and building.
Developmental research
Piaget, J. (1952). The Origins of Intelligence in Children.
Sensorimotor exploration and the progressive coordination of actions provide a developmental basis for observing growth from manipulation to intentional construction.
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
The child explores blocks mainly through sensory play (mouthing, banging, throwing) without attempting to arrange or stack them. Any stacking is accidental or immediately knocked down without showing intent to build.
The child repeatedly bangs blocks together or mouths them but does not place one block on another.
When given a set of blocks, the child scatters them and moves away without attempting an arrangement.
Any stacked block is immediately pushed over without re-attempting to rebuild.
Emerging
The child occasionally stacks or lines up a small number of blocks, often with instability, and may knock them down as part of the play. They show early intent to arrange blocks but need adult support to sustain building.
The child stacks two blocks once, then knocks them down and does not rebuild unless an adult prompts.
The child places blocks in a rough line but does not maintain the arrangement and quickly changes activity.
With an adult starting a tower, the child adds one block but placement is misaligned and the tower falls.
Developing
The child builds simple arrangements (e.g., a short tower, a row, a small cluster) and repeats the action, showing growing control and persistence. They may copy a very simple arrangement shown by an adult.
The child independently stacks 2–3 blocks into a small tower and smiles/claps at the result.
The child lines up several blocks (a short ‘train’/row) and moves a toy along it.
After a collapse, the child tries again, adjusting where they put the next block.
Secure
The child consistently creates simple structures and arrangements with blocks, adjusts placement to keep them standing, and rebuilds after collapse. They can vary what they make (tower/row/‘bridge’) in different play contexts.
The child builds a small tower and deliberately places blocks more centrally to keep it from falling.
The child makes different simple arrangements (row, pile, ‘wall’) within the same play session.
The child rebuilds a fallen structure without adult help and persists for 1–2 minutes.
Reflexive
The child builds flexibly with purpose (e.g., to represent something in play or to include a toy) and can adapt plans when blocks don’t balance. They may invite a peer to build together or show how to place blocks to make it work.
The child builds an arrangement to achieve a goal in play (e.g., a ‘house’ for an animal, a ‘road’ for a car).
The child changes strategy when blocks won’t balance (uses a bigger block at the bottom, moves blocks closer).
The child shows a peer how to stack (“put it on top”) or hands blocks to cooperate on a shared structure.
