Sign inStart free
Back to EYFS framework
22–36 monthsCreating with Materials

Experiments with blocks, colours and marks.

Observe whether the child: experiments with blocks, colours and marks.

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

Briefly explores blocks or mark-making (scribbles/marks or stacks/lines blocks) but changes activity quickly and rarely varies what they do.

What you might see

  • Given blocks, only carries them or throws them without attempting stacking/lining/placing.
  • Given a crayon/marker, does not make marks on paper (e.g., holds it or drops it) even when an adult models marking.
  • Makes a few quick scribbles, then stops and does not return to the mark-making within the next minute.
  • Stacks 1–2 blocks once, then immediately knocks them down without attempting a second arrangement.

Expected

On track

Tries different ways to use blocks/colours/mark-making tools in familiar play (e.g., stacking then knocking down; switching colours) with adult encouragement.

What you might see

  • Tries two different block actions in one play episode (e.g., stacks then lines blocks up) after an adult suggests “try this way”.
  • Switches between colours/tools (e.g., chooses a new crayon/brush) and makes a different type of mark (dots vs lines) with prompting.

Exceeding

Going further

Independently experiments by changing one thing at a time (tool/colour/action) and repeats to see what happens, staying engaged across settings.

What you might see

  • Creates several different arrangements with blocks (stacking, lining, making a simple enclosure) without adult direction and revisits one to change it.
  • Chooses different colours and intentionally layers or changes marks (e.g., adds lines over dots) and pauses to look at the result.
  • Says or indicates a simple goal (e.g., “big tower”) and tests ways to achieve it (changes base, re-stacks) rather than abandoning it at the first fall.
  • Shows their marks/build to someone and demonstrates how changing a colour/tool/action makes it different (e.g., “look” and swaps colour to add more).

Try this at home

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

  • Block play: offer two types of blocks (big/small) and notice whether your child tries different arrangements (stacking, lining up, making a “wall”).

  • Mealtime: put paper and a chunky crayon nearby and watch whether your child returns to make more marks after a short break.

  • Outdoor: give chalk on paving and see whether your child changes the marks (dots/lines/circles) or changes colour to try a new effect.

  • Bath time: let your child “paint” with water on the bath wall using a sponge/brush and observe whether they experiment with big vs small movements.

  • Quiet play: offer two different mark-makers (e.g., crayon + stamp) and notice whether your child tries both and compares the results.

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), Expressive arts and design: Exploring and using media and materials (22–36 months): “Experiments with blocks, colours and marks.”

    This construct is framework-native and specifies open-ended exploration as observable evidence of creative development.

Developmental research

  • Piaget, J. (1952). The Origins of Intelligence in Children. New York: International Universities Press.

    Developmental theory emphasises learning through active experimentation and repetition of actions to observe effects, aligning with early block and mark exploration.

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
Uses blocks/mark-making tools in a single repetitive way or avoids them; shows little curiosity to try different actions or materials.
  • Given blocks, only carries them or throws them without attempting stacking/lining/placing.
  • Given a crayon/marker, does not make marks on paper (e.g., holds it or drops it) even when an adult models marking.
Emerging
Briefly explores blocks or mark-making (scribbles/marks or stacks/lines blocks) but changes activity quickly and rarely varies what they do.
  • Makes a few quick scribbles, then stops and does not return to the mark-making within the next minute.
  • Stacks 1–2 blocks once, then immediately knocks them down without attempting a second arrangement.
Developing
Tries different ways to use blocks/colours/mark-making tools in familiar play (e.g., stacking then knocking down; switching colours) with adult encouragement.
  • Tries two different block actions in one play episode (e.g., stacks then lines blocks up) after an adult suggests “try this way”.
  • Switches between colours/tools (e.g., chooses a new crayon/brush) and makes a different type of mark (dots vs lines) with prompting.
Secure
Independently experiments by changing one thing at a time (tool/colour/action) and repeats to see what happens, staying engaged across settings.
  • Creates several different arrangements with blocks (stacking, lining, making a simple enclosure) without adult direction and revisits one to change it.
  • Chooses different colours and intentionally layers or changes marks (e.g., adds lines over dots) and pauses to look at the result.
Reflexive
Uses experimentation to pursue an idea (e.g., “taller”, “different colour”), compares outcomes, and involves others by showing or asking for materials.
  • Says or indicates a simple goal (e.g., “big tower”) and tests ways to achieve it (changes base, re-stacks) rather than abandoning it at the first fall.
  • Shows their marks/build to someone and demonstrates how changing a colour/tool/action makes it different (e.g., “look” and swaps colour to add more).