40–60 monthsCreating with MaterialsExpressive arts and design: Exploring and using media and materials
Explores what happens when they mix colours.
Observe whether the child: explores what happens when they mix colours.
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
Mixes colours incidentally (e.g., muddying paint) but attends briefly and does not persist to explore the change.
What you might see
Chooses one paint pot and refuses or ignores a second colour offered.
Paints with one colour at a time and avoids areas where colours would overlap.
When two colours accidentally mix, does not look up or react and immediately moves to a new area.
Dips the brush into a second colour once, creating a brownish mix, then stops and wipes the brush rather than exploring further.
Smears two colours together briefly with a finger, then abandons the activity.
Watches an adult mix colours but does not attempt it themselves without repeated prompting.
Expected
On track
Intentionally mixes two colours with prompts and watches what happens, sometimes naming the new colour or showing surprise.
What you might see
Mixes red and white after a prompt and smiles or says 'pink' (or points excitedly) when the colour changes.
Tries adding a bit more of one colour when asked 'What happens if we add more blue?' and watches the change.
Keeps the brush on the page to blend two colours together, then shows the adult the blended area.
Exceeding
Going further
Mixes colours intentionally to achieve a chosen result (including lighter/darker), testing and adjusting while explaining what they are doing.
What you might see
Says 'I need green' and mixes blue and yellow until it looks right, then uses the new colour in their picture.
Makes a lighter shade by adding white, then compares the two shades side-by-side.
Adjusts the mix when it is 'too dark' by adding more of the other colour or water, and continues painting.
Predicts the outcome ('Yellow and blue makes green') and then tests it, correcting if needed.
Creates a small 'test patch' on scrap paper before committing to the mix on the main picture.
Explains to another child how to make a colour (or a lighter/darker version) and demonstrates step-by-step.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During painting, offer just two colours and ask: 'What happens if they meet?'—notice whether your child blends and watches the change.
At bath time, use two coloured bath foams/tablets and see if your child intentionally mixes them to make a new colour.
While cooking/baking, offer a tiny amount of food colouring in two colours and ask your child to help you make a target colour (e.g., green).
With playdough, give two colours and notice whether your child twists and kneads to explore the colour change (and whether they stop at marbling or fully mix).
Outside with chalk, draw two colours and encourage your child to rub/blend with a damp sponge—see if they explore how water changes colour intensity.
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 progression reflects movement from supported exploration to independent, generalised application (ZPD-aligned scaffolding).
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 single colours without mixing and shows little interest in colour change when colours meet.
Chooses one paint pot and refuses or ignores a second colour offered.
Paints with one colour at a time and avoids areas where colours would overlap.
When two colours accidentally mix, does not look up or react and immediately moves to a new area.
Emerging
Mixes colours incidentally (e.g., muddying paint) but attends briefly and does not persist to explore the change.
Dips the brush into a second colour once, creating a brownish mix, then stops and wipes the brush rather than exploring further.
Smears two colours together briefly with a finger, then abandons the activity.
Watches an adult mix colours but does not attempt it themselves without repeated prompting.
Developing
Intentionally mixes two colours with prompts and watches what happens, sometimes naming the new colour or showing surprise.
Mixes red and white after a prompt and smiles or says 'pink' (or points excitedly) when the colour changes.
Tries adding a bit more of one colour when asked 'What happens if we add more blue?' and watches the change.
Keeps the brush on the page to blend two colours together, then shows the adult the blended area.
Secure
Mixes colours intentionally to achieve a chosen result (including lighter/darker), testing and adjusting while explaining what they are doing.
Says 'I need green' and mixes blue and yellow until it looks right, then uses the new colour in their picture.
Makes a lighter shade by adding white, then compares the two shades side-by-side.
Adjusts the mix when it is 'too dark' by adding more of the other colour or water, and continues painting.
Reflexive
Investigates colour mixing flexibly across contexts (paint/dough/light), predicts outcomes, and shares strategies with peers.
Predicts the outcome ('Yellow and blue makes green') and then tests it, correcting if needed.
Creates a small 'test patch' on scrap paper before committing to the mix on the main picture.
Explains to another child how to make a colour (or a lighter/darker version) and demonstrates step-by-step.
