40–60 monthsCreating with MaterialsExpressive arts and design: Exploring and using media and materials
Selects appropriate resources and adapts work where necessary.
Observe whether the child: selects appropriate resources and adapts work where necessary.
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
Selects from a limited set of familiar resources with prompts, and makes simple changes when an adult points out a problem.
What you might see
Grabs random collage items without looking, then gives up when they do not stick or fit.
Keeps using a runny glue for a heavy piece even as it falls off, then abandons the model.
Chooses tiny pieces for a large build without noticing they will not cover the space.
After an adult says 'That paper is too thin', swaps to card but needs help to choose which card.
When a tower falls, tries again the same way until an adult suggests a new block or base.
Uses one familiar resource (e.g., tape) for everything and needs prompts to try something else.
Expected
On track
Chooses materials that broadly fit a purpose (e.g., stronger paper for building) and adapts with support when plans change.
What you might see
Chooses bigger paper after being reminded the picture needs more space.
Switches from glue stick to tape after a prompt when a join keeps opening.
Adds an extra support (e.g., another block under) when asked 'How could you make it steadier?'
Exceeding
Going further
Selects resources intentionally for a goal and adapts work independently when something fails (switching materials, tools, or methods).
What you might see
Chooses card instead of paper for a standing model and explains 'it needs to be strong'.
When a bridge sags, adds another block as a pillar without being told.
Changes plan mid-way (e.g., a wheel won't turn) by picking a different connector or redesigning the join.
Makes a quick test (e.g., tries two tapes) and chooses the one that holds best before building.
Explains alternatives ('If the glue won't hold, we can staple or use masking tape') and chooses accordingly.
Helps a peer troubleshoot by suggesting a different material size/shape to fit the problem.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Set a simple making challenge ('Build a bridge for a toy') with mixed materials—notice whether your child selects resources that match the goal and changes approach if it fails.
During drawing/craft, quietly remove one key item (e.g., the right glue) and observe whether your child finds a workable substitute without frustration.
When building with blocks, ask: 'How can we stop it wobbling?'—see if your child chooses a wider base or adds supports.
In pretend play (e.g., making a shop), provide different containers and tools—notice if your child chooses items that fit the function (pouring, carrying, measuring).
During dressing up or outdoor play, give a 'problem' (shoe won't fit, cape keeps slipping) and observe whether your child adapts (tries a different fastening, asks for clip, changes material).
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 emphasises adaptation and independence over time, consistent with supported-to-independent progression within a ZPD.
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
Chooses materials randomly or by proximity, and stops when something does not work rather than changing approach.
Grabs random collage items without looking, then gives up when they do not stick or fit.
Keeps using a runny glue for a heavy piece even as it falls off, then abandons the model.
Chooses tiny pieces for a large build without noticing they will not cover the space.
Emerging
Selects from a limited set of familiar resources with prompts, and makes simple changes when an adult points out a problem.
After an adult says 'That paper is too thin', swaps to card but needs help to choose which card.
When a tower falls, tries again the same way until an adult suggests a new block or base.
Uses one familiar resource (e.g., tape) for everything and needs prompts to try something else.
Developing
Chooses materials that broadly fit a purpose (e.g., stronger paper for building) and adapts with support when plans change.
Chooses bigger paper after being reminded the picture needs more space.
Switches from glue stick to tape after a prompt when a join keeps opening.
Adds an extra support (e.g., another block under) when asked 'How could you make it steadier?'
Secure
Selects resources intentionally for a goal and adapts work independently when something fails (switching materials, tools, or methods).
Chooses card instead of paper for a standing model and explains 'it needs to be strong'.
When a bridge sags, adds another block as a pillar without being told.
Changes plan mid-way (e.g., a wheel won't turn) by picking a different connector or redesigning the join.
Reflexive
Anticipates constraints, tests options, iterates on designs, and explains choices; may suggest alternatives to peers.
Makes a quick test (e.g., tries two tapes) and chooses the one that holds best before building.
Explains alternatives ('If the glue won't hold, we can staple or use masking tape') and chooses accordingly.
Helps a peer troubleshoot by suggesting a different material size/shape to fit the problem.
