40–60 monthsCreating with MaterialsExpressive arts and design: Exploring and using media and materials
Uses simple tools and techniques competently and appropriately.
Observe whether the child: uses simple tools and techniques competently and appropriately.
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
Attempts to use simple tools but control is inconsistent; can follow brief modelling and reminders for a short time.
What you might see
Holds scissors but cannot open/close them effectively and abandons the task.
Uses glue by squeezing large amounts or smearing with hands despite a tool being available.
Uses a brush as a 'stamp' or presses so hard the bristles splay and paint pools, without adjusting.
Cuts with scissors only when an adult positions the paper and gives repeated reminders about where to cut.
Spreads glue with a tool after modelling, but quickly reverts to fingers or uses too much pressure.
Paints with a brush for a short time, then swaps grip to a fist grip and loses control of strokes.
Expected
On track
Uses common tools (e.g., scissors, glue stick, brush) with guidance, maintaining basic control and observing safety rules when prompted.
What you might see
Uses a glue stick to cover an area after a reminder, then presses paper down so it sticks.
Makes a controlled snip-and-stop with scissors when supported, then tries a short cut line.
Uses a paintbrush to make thinner lines after being prompted to 'use the tip'.
Exceeding
Going further
Independently uses a range of simple tools with good control and chooses appropriate techniques for the task (cutting, sticking, joining, smoothing).
What you might see
Cuts out a simple shape with scissors, turning the paper to help the cut stay on the line.
Uses a hole punch or stapler with correct placement and checks if it worked (repositions if needed).
Chooses a brush size that matches the area (big brush for background, smaller for details) without being told.
Explains and demonstrates safe scissor use to a peer (e.g., carries with blades down, asks for space).
Switches tools/techniques when the first approach fails (e.g., uses tape instead of watery glue for a heavy piece).
Refines technique for effect (e.g., uses dabbing for texture, light strokes for shading) and describes what they changed.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Set up a simple 'make a card' task with scissors, glue, and tape—notice whether your child uses each tool safely and effectively without constant reminders.
Offer two brushes (thick and thin) and ask your child to paint a big background then add small details—see if they choose an appropriate tool for each part.
Give a small repair problem (paper has torn, model is wobbly) and observe whether your child chooses a suitable tool (tape, stronger card, stapler) and uses it competently.
During cooking, let your child use a safe tool (child knife for soft fruit, whisk, tongs) and watch for control, appropriate force, and safe handling.
In outdoor play, provide chalk plus a sponge/brush of water and see if your child uses tools deliberately to change marks and clean up.
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.
The rubric distinguishes supported performance from independent competent tool use, aligning progression with ZPD-informed 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
Avoids tools or uses them in unsafe/ineffective ways (e.g., too much force, wrong end), needing constant adult control.
Holds scissors but cannot open/close them effectively and abandons the task.
Uses glue by squeezing large amounts or smearing with hands despite a tool being available.
Uses a brush as a 'stamp' or presses so hard the bristles splay and paint pools, without adjusting.
Emerging
Attempts to use simple tools but control is inconsistent; can follow brief modelling and reminders for a short time.
Cuts with scissors only when an adult positions the paper and gives repeated reminders about where to cut.
Spreads glue with a tool after modelling, but quickly reverts to fingers or uses too much pressure.
Paints with a brush for a short time, then swaps grip to a fist grip and loses control of strokes.
Developing
Uses common tools (e.g., scissors, glue stick, brush) with guidance, maintaining basic control and observing safety rules when prompted.
Uses a glue stick to cover an area after a reminder, then presses paper down so it sticks.
Makes a controlled snip-and-stop with scissors when supported, then tries a short cut line.
Uses a paintbrush to make thinner lines after being prompted to 'use the tip'.
Secure
Independently uses a range of simple tools with good control and chooses appropriate techniques for the task (cutting, sticking, joining, smoothing).
Cuts out a simple shape with scissors, turning the paper to help the cut stay on the line.
Uses a hole punch or stapler with correct placement and checks if it worked (repositions if needed).
Chooses a brush size that matches the area (big brush for background, smaller for details) without being told.
Reflexive
Adapts technique and tool choice to the material and desired outcome, troubleshoots tool problems, and can demonstrate safe technique to others.
Explains and demonstrates safe scissor use to a peer (e.g., carries with blades down, asks for space).
Switches tools/techniques when the first approach fails (e.g., uses tape instead of watery glue for a heavy piece).
Refines technique for effect (e.g., uses dabbing for texture, light strokes for shading) and describes what they changed.
