Uses available resources to create props to support role-play.
Observe whether the child: uses available resources to create props to support role-play.
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
With an adult suggestion, the child uses a simple object substitute or grabs an obvious prop, but rarely creates or modifies materials to fit the role-play. Prop use is brief and inconsistent.
What you might see
During pretend play, uses toys only as intended and does not reach for paper/boxes to make a needed prop (for example a menu or ticket).
When offered loose parts (scarves, boxes), uses them only for physical play (throwing/stacking) rather than as props linked to the role.
After an adult says what prop is needed, picks up an object substitute (for example a block as a phone) but drops the idea quickly.
Uses an existing real object as a prop only after an adult models it first (for example spoon as microphone).
Expected
On track
The child selects readily available materials (paper, boxes, fabric) and, with light adult support, makes simple props that help keep familiar role-play going. They may need prompts to add details or keep using the prop for the intended role.
What you might see
Folds paper into a simple prop (for example a ticket/receipt) for a shop game after a prompt.
With a brief suggestion, tapes or arranges materials to create a prop (for example a box as an oven) and uses it for a short stretch of play.
Exceeding
Going further
The child independently creates or adapts props from available resources to fit the chosen role-play theme and uses them purposefully to extend the play. Props are used across multiple moments and may be shared with others.
What you might see
Spontaneously makes a prop that fits the theme (for example a badge, menu, map, steering wheel) and uses it to keep the role-play coherent.
Creates a prop and offers it to a peer or adult with an explanation of its role (for example 'this is the scanner').
When the story problem changes, redesigns the prop (for example turns a 'ticket' into a 'passport') without adult direction.
Suggests a new prop to support the narrative and recruits others to help make or use it.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During pretend play (shop/doctor/restaurant), put out paper, tape, boxes, and cloth and notice whether your child chooses materials to make a prop that helps the play (for example menu, bandage, badge).
At mealtime, suggest a simple role (waiter/customer) and notice whether your child creates or adapts something as a prop (for example a placemat as a menu, a napkin as a cape).
After a trip out (bus, supermarket, library), ask 'Shall we play it?' and notice whether your child makes a prop to match what they remember (for example a ticket, scanner, library card).
At bath time, offer a cup/sponge and ask 'What could this be in our game?' and notice whether your child repurposes or combines items into a prop for the role-play.
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 Early Years Foundation Stage (EYFS) (2012), Expressive Arts and Design: Being imaginative (30–50 months).
The construct is framework-native and defined as an observable behaviour within Development Matters for this age band.
Developmental research
Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes (chapter: The Role of Play in Development).
Symbolic substitution and rule-governed pretend play provide a developmental basis for making and using props to sustain role-play.
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
In role-play the child uses toys and materials only as they are, without attempting to make or adapt props to support a role. When props would help the play, they wait for an adult to provide them.
During pretend play, uses toys only as intended and does not reach for paper/boxes to make a needed prop (for example a menu or ticket).
When offered loose parts (scarves, boxes), uses them only for physical play (throwing/stacking) rather than as props linked to the role.
Emerging
With an adult suggestion, the child uses a simple object substitute or grabs an obvious prop, but rarely creates or modifies materials to fit the role-play. Prop use is brief and inconsistent.
After an adult says what prop is needed, picks up an object substitute (for example a block as a phone) but drops the idea quickly.
Uses an existing real object as a prop only after an adult models it first (for example spoon as microphone).
Developing
The child selects readily available materials (paper, boxes, fabric) and, with light adult support, makes simple props that help keep familiar role-play going. They may need prompts to add details or keep using the prop for the intended role.
Folds paper into a simple prop (for example a ticket/receipt) for a shop game after a prompt.
With a brief suggestion, tapes or arranges materials to create a prop (for example a box as an oven) and uses it for a short stretch of play.
Secure
The child independently creates or adapts props from available resources to fit the chosen role-play theme and uses them purposefully to extend the play. Props are used across multiple moments and may be shared with others.
Spontaneously makes a prop that fits the theme (for example a badge, menu, map, steering wheel) and uses it to keep the role-play coherent.
Creates a prop and offers it to a peer or adult with an explanation of its role (for example 'this is the scanner').
Reflexive
The child flexibly invents, improves, and repurposes props to solve problems in the narrative, explaining to peers what the prop is for and adapting materials when the play changes direction.
When the story problem changes, redesigns the prop (for example turns a 'ticket' into a 'passport') without adult direction.
Suggests a new prop to support the narrative and recruits others to help make or use it.
