8–20 monthsFine Motor SkillsPhysical Development: Moving and Handling
Enjoys the sensory experience of making marks in damp sand, paste or paint.
Observe whether the child: enjoys the sensory experience of making marks in damp sand, paste or paint.
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
Tolerates messy mark-making briefly and may touch once or twice, but enjoyment is inconsistent and engagement is short-lived without adult support.
What you might see
When a small amount of paint or paste touches their fingers, the child immediately pulls away, wipes hands, and refuses to continue.
At a sand tray, the child avoids touching damp sand and does not make any marks even when an adult models a swipe or press.
The child touches paint/paste with one finger, makes a single smear, then stops and looks for a cloth or tries to clean hands.
With adult encouragement, the child makes one or two marks in damp sand, but quickly loses interest or becomes uncomfortable.
Expected
On track
Shows enjoyment for short periods (smiles, returns to it) and makes repeated marks with fingers or a simple tool, though may still need breaks or reassurance.
What you might see
The child makes repeated swipes or dots in paste/paint for a short time and smiles or vocalises, but then pauses for reassurance or a break.
In damp sand, the child drags fingers to make tracks and then repeats the action a few times before moving on.
Exceeding
Going further
Consistently enjoys the sensory experience and actively makes marks (swipes, dots, trails) in damp sand, paste, or paint, persisting and returning to the activity.
What you might see
The child uses fingers or a tool to make multiple marks in paint/paste (swirls, taps, long strokes) and stays engaged for several minutes.
The child returns to the sensory mark-making after a brief interruption and resumes making marks without needing re-introduction.
The child initiates mark-making (reaches for paint/sand, brings a brush/spoon) and continues exploring different marks without adult prompting.
The child varies action (presses harder/softer, changes direction) and then shows the marks to an adult by pointing or holding up the surface.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
In the bath, put a little foam on the wall; notice whether your child enjoys making swipes and dots and stays engaged with the sensory feel.
At mealtime, allow a small safe smear (yoghurt/puree) on the tray; observe whether your child enjoys making marks and repeats the action.
Outside, offer damp sand or mud in a tray; notice whether your child makes finger trails and seems pleased to see and feel the tracks.
During supervised painting, watch whether your child enjoys the feel of paint on fingers/brush and returns to make more marks after a pause.
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) — Physical Development: Moving and Handling (8–20 months).
The construct is framework-native and describes sensory mark-making enjoyment as an observable route into early fine-motor exploration.
Other sources
Folio, M. R., & Fewell, R. R. (2000). Peabody Developmental Motor Scales, Second Edition (PDMS-2). PRO-ED.
Early fine-motor and visual-motor development is operationalised through observable manipulation and mark-making tasks consistent with sensory mark exploration.
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 or becomes distressed by messy mark-making textures and does not engage in making marks with hands or tools in damp sand, paste, or paint.
When a small amount of paint or paste touches their fingers, the child immediately pulls away, wipes hands, and refuses to continue.
At a sand tray, the child avoids touching damp sand and does not make any marks even when an adult models a swipe or press.
Emerging
Tolerates messy mark-making briefly and may touch once or twice, but enjoyment is inconsistent and engagement is short-lived without adult support.
The child touches paint/paste with one finger, makes a single smear, then stops and looks for a cloth or tries to clean hands.
With adult encouragement, the child makes one or two marks in damp sand, but quickly loses interest or becomes uncomfortable.
Developing
Shows enjoyment for short periods (smiles, returns to it) and makes repeated marks with fingers or a simple tool, though may still need breaks or reassurance.
The child makes repeated swipes or dots in paste/paint for a short time and smiles or vocalises, but then pauses for reassurance or a break.
In damp sand, the child drags fingers to make tracks and then repeats the action a few times before moving on.
Secure
Consistently enjoys the sensory experience and actively makes marks (swipes, dots, trails) in damp sand, paste, or paint, persisting and returning to the activity.
The child uses fingers or a tool to make multiple marks in paint/paste (swirls, taps, long strokes) and stays engaged for several minutes.
The child returns to the sensory mark-making after a brief interruption and resumes making marks without needing re-introduction.
Reflexive
Seeks out and sustains sensory mark-making, varies actions to create different marks, and may initiate the activity (brings materials, requests more, shows results to an adult).
The child initiates mark-making (reaches for paint/sand, brings a brush/spoon) and continues exploring different marks without adult prompting.
The child varies action (presses harder/softer, changes direction) and then shows the marks to an adult by pointing or holding up the surface.
