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40–60 monthsCreating with Materials

Explores the different sounds of instruments.

Observe whether the child: explores the different sounds of instruments.

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

Tries a small range of instruments or actions when prompted, but exploration is brief and mostly repetitive.

What you might see

  • Holds a shaker but does not move it; drops it and moves on.
  • Bangs a drum once or twice in the same way and then loses interest.
  • Uses an instrument only as a prop (e.g., carries it around) without trying to make sound intentionally.
  • Shakes a shaker after an adult models it, then stops until prompted again.
  • Hits a drum in the same spot with the same force repeatedly without trying any variation.
  • Switches between two instruments briefly but does not pause to listen or react to the change in sound.

Expected

On track

Independently tries different ways of playing (shake/tap/scrape) and notices differences, using simple language like loud/quiet with support.

What you might see

  • Tries tapping, shaking, and scraping on an instrument and looks at an adult as if to share the new sound.
  • Attempts 'loud' then 'quiet' after a prompt by striking harder/softer.
  • Uses different hands or beaters (palm vs fingertips) to test how the sound changes.

Exceeding

Going further

Systematically varies how they play to change sound (speed/force/where they strike) and can choose an instrument for a desired sound in play.

What you might see

  • Changes speed (fast/slow) on a shaker to match music tempo without being told.
  • Chooses a triangle for a 'ting' sound and a drum for a 'boom' sound during pretend play.
  • Tests how sound changes when tapping on different surfaces (table vs carpet) and comments that one is quieter.
  • Invents a repeating rhythm with two instruments and repeats it so another person can copy.
  • Explains 'If I hit gently it's quiet' and demonstrates the difference for a peer.
  • Listens to a peer's rhythm and copies it, then changes one feature (faster/slower) to explore variation.

Try this at home

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

  • Make a 'sound basket' (spoon, pan, shaker, bell) and notice whether your child tries different actions (tap/shake/scrape) to change the sound.

  • During music time, ask: 'Can you make it very quiet? Now very loud?' and watch whether your child adjusts how they play.

  • In the car or at home, play a steady beat and see if your child matches it with claps or an instrument, then changes tempo when you do.

  • Offer two instruments and ask: 'Which one sounds like rain? Which sounds like thunder?' and see if your child chooses based on sound qualities.

  • At tidy-up, try a short 'signal sound' (e.g., bell) and notice whether your child experiments making the same sound to get a similar effect.

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), 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 and flexible application, consistent with scaffolded learning within a ZPD.

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
Handles instruments as objects or makes one repeated sound, but does not vary actions to explore different sounds.
  • Holds a shaker but does not move it; drops it and moves on.
  • Bangs a drum once or twice in the same way and then loses interest.
  • Uses an instrument only as a prop (e.g., carries it around) without trying to make sound intentionally.
Emerging
Tries a small range of instruments or actions when prompted, but exploration is brief and mostly repetitive.
  • Shakes a shaker after an adult models it, then stops until prompted again.
  • Hits a drum in the same spot with the same force repeatedly without trying any variation.
  • Switches between two instruments briefly but does not pause to listen or react to the change in sound.
Developing
Independently tries different ways of playing (shake/tap/scrape) and notices differences, using simple language like loud/quiet with support.
  • Tries tapping, shaking, and scraping on an instrument and looks at an adult as if to share the new sound.
  • Attempts 'loud' then 'quiet' after a prompt by striking harder/softer.
  • Uses different hands or beaters (palm vs fingertips) to test how the sound changes.
Secure
Systematically varies how they play to change sound (speed/force/where they strike) and can choose an instrument for a desired sound in play.
  • Changes speed (fast/slow) on a shaker to match music tempo without being told.
  • Chooses a triangle for a 'ting' sound and a drum for a 'boom' sound during pretend play.
  • Tests how sound changes when tapping on different surfaces (table vs carpet) and comments that one is quieter.
Reflexive
Creates and refines sound patterns, compares timbres across instruments, and can lead others by suggesting ways to change sound (fast/slow, loud/soft).
  • Invents a repeating rhythm with two instruments and repeats it so another person can copy.
  • Explains 'If I hit gently it's quiet' and demonstrates the difference for a peer.
  • Listens to a peer's rhythm and copies it, then changes one feature (faster/slower) to explore variation.