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30–50 monthsCreating with Materials

Beginning to construct, stacking blocks vertically and horizontally, making enclosures and creating spaces.

Observe whether the child: beginning to construct, stacking blocks vertically and horizontally, making enclosures and creating spaces.

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

Stacks a few blocks or lines them up briefly, but construction is unstable or short-lived and rarely includes enclosures or spaces.

What you might see

  • Throws or tips blocks rather than placing them on top of each other, and stops when invited to build.
  • Moves blocks around but does not place them in a stable stack or line even after a simple model.
  • Stacks two blocks then knocks them down and does not try again unless an adult rebuilds.
  • Places blocks in a short row but does not attempt to join ends to make an enclosure.

Expected

On track

Builds simple vertical stacks and horizontal rows, and begins to make basic enclosures (e.g., a square) with adult prompts or in familiar play.

What you might see

  • Builds a tower of 3–5 blocks and tries again after it falls, especially with encouragement.
  • With an adult prompt, places blocks in a rough square/rectangle to "make a pen/house" and puts a toy inside.

Exceeding

Going further

Independently stacks and spans blocks to make spaces (bridges, rooms), makes enclosures, and can keep a construction going with adjustments when it falls.

What you might see

  • Builds a bridge by placing a block across two supports and then tests it by moving a toy under/through.
  • Creates a clear enclosed space (e.g., "garage") and adds an entrance gap deliberately.
  • Notices instability and changes placement (wider base, different block) without being told.
  • Explains the space they made ("this is the room and this is the door") and extends it (adds another area).

Try this at home

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

  • During block play, watch whether your child stacks blocks both up (tower) and across (row/bridge) and whether they try to make a 'space' for a toy.

  • At tidy-up, suggest, "Can you build a little pen for the animals before we put them away?" Notice whether they make an enclosure and place toys inside.

  • Outdoors with sticks/rocks, invite your child to make a 'home' for a small toy; observe whether they make a boundary/enclosure and leave an opening.

  • At story time, pause and ask your child to build a setting (house/castle) for a character; notice whether they create rooms/spaces, not just a single tower.

  • If a construction falls, observe whether your child tries again and changes something (bigger base, different blocks) to make it work.

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 (30-50 months).

    Defines early construction behaviours (stacking, enclosures, creating spaces) as observable progress in exploratory use of materials.

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
Does not attempt to stack or arrange blocks in ways that create structures, and tends to scatter, mouth, or carry blocks without constructing.
  • Throws or tips blocks rather than placing them on top of each other, and stops when invited to build.
  • Moves blocks around but does not place them in a stable stack or line even after a simple model.
Emerging
Stacks a few blocks or lines them up briefly, but construction is unstable or short-lived and rarely includes enclosures or spaces.
  • Stacks two blocks then knocks them down and does not try again unless an adult rebuilds.
  • Places blocks in a short row but does not attempt to join ends to make an enclosure.
Developing
Builds simple vertical stacks and horizontal rows, and begins to make basic enclosures (e.g., a square) with adult prompts or in familiar play.
  • Builds a tower of 3–5 blocks and tries again after it falls, especially with encouragement.
  • With an adult prompt, places blocks in a rough square/rectangle to "make a pen/house" and puts a toy inside.
Secure
Independently stacks and spans blocks to make spaces (bridges, rooms), makes enclosures, and can keep a construction going with adjustments when it falls.
  • Builds a bridge by placing a block across two supports and then tests it by moving a toy under/through.
  • Creates a clear enclosed space (e.g., "garage") and adds an entrance gap deliberately.
Reflexive
Constructs more complex spaces intentionally (multiple rooms/areas), adapts design to solve problems (balance, gaps), and may describe or show others how to build it.
  • Notices instability and changes placement (wider base, different block) without being told.
  • Explains the space they made ("this is the room and this is the door") and extends it (adds another area).