This paper provides an in-depth exploration of a child’s multimodal experiences with repeating patterns, challenging the prevailing assumption that learning and assessing patterns (e.g., AABAABAAB…, where A and B are elements and AAB is the unit of repeat) is limited to mapping linear configurations of concrete or visual materials (e.g., coloured cubes in a row). Through the lens of variation theory, which views learning as the discernment of novel aspects related to a learning objective, a case study is presented of a five-year-old’s engagement in a five-stage embodied pattern activity. It explores the dimensions of variation discerned by the child during multimodal mappings of a self-made model pattern (AABBC), with consistency achieved when all modalities align with the repeating unit. The findings reveal that multimodal mappings across both linear and non-linear configurations of visual elements (e.g., stepping on spatially dispersed coloured dots) enable the child to discern the repeating unit, where rhythmic, verbalised full-body movements serve as dimensions of variation in the child’s pattern learning. This research deepens our understanding of multimodal mappings of patterns, providing insights into children’s experiences with pattern structures through movement and interaction with visual elements. Additionally, it enhances comprehension of task design by addressing both the learning process and the assessment of repeating pattern knowledge in early childhood education.