Gives meaning to marks they make as they draw, write and paint.
Observe whether the child: gives meaning to marks they make as they draw, write and 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
Gives meaning mainly to drawings/paintings and occasionally to "writing" marks, but explanations may shift; often needs adult prompting to connect marks to a message.
What you might see
When asked, "What does your writing say?", responds "nothing" or cannot answer.
Produces marks quickly and moves on without showing, explaining, or referencing meaning.
When given a purpose (e.g., "write a note"), only scribbles with no attempt to explain a message.
Explains a drawing ("it's a bus") but cannot explain the adjacent "writing" marks without prompts.
Says "I'm writing" while scribbling, but changes what it says each time they are asked.
Needs an adult prompt ("Tell me about it") before offering any meaning for marks.
Expected
On track
Gives meaning to marks across drawing, early writing, and painting in familiar contexts, can describe what their marks mean, and may "read" their own writing back with support.
What you might see
Draws a picture and adds marks, then says, "This says 'happy birthday'" when prompted.
Makes a pretend shopping list (marks/letters) and can name items on it with adult support.
Creates a sign during role play (e.g., "closed") and tells others what it means when asked.
Exceeding
Going further
Consistently uses marks to represent ideas/messages across contexts (labels, lists, captions, drawings), with stable explanations that match what was intended.
What you might see
Adds labels/captions (letter-like forms and/or known letters) and explains: "This says 'dog'" and points to the dog in the picture.
Makes marks for a specific purpose (menu, map, message) and consistently explains the same meaning later.
During play, uses their marks to guide action (checks their list/map and then follows it).
Revises: "I need more letters" or "I missed a word" and adds marks to clarify the message.
Explains their intent to a peer and demonstrates how the marks match the message (points word-by-word in their own writing).
Uses multiple mark types deliberately (drawing + labels + list) to communicate a more complex idea (e.g., plan for a game).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Role play: Offer paper for a menu/shopping list and ask, "Can you write what we need?" Then ask your child to "read" it back. Notice whether meaning is stable.
Mealtime: Ask your child to make a label for something (e.g., "milk" for the jug) and to tell you what it says. Observe whether their marks are used to communicate.
Bath: With bath crayons, ask your child to write a "message" (e.g., to a toy) and then explain what it means. Notice if they connect marks to a message.
Story time: After reading, ask your child to draw a scene and add a caption. Notice whether they can explain the caption meaning and keep it consistent.
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), Literacy: Writing (40–60+ months): "Gives meaning to marks they make as they draw, write and paint."
The EYFS framework defines meaning-making through marks as a key observable behaviour bridging mark-making and purposeful writing.
Developmental research
Lancaster, L. (2012). Multimodality of Childhood Mark-Making: How Children Make Marks Mean.
Supports observational assessment of how children use marks symbolically and intentionally across modes (drawing, writing-like marks, diagrams).
Schickedanz, J. A., & Collins, M. F. (2012). So Much More than the ABCs: The Early Phases of Reading and Writing.
Describes developmental progressions where children increasingly treat marks as communicative messages and can "read" their own writing attempts.
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
Makes marks but does not treat them as representing a message or meaning; cannot explain what their marks say or stand for.
When asked, "What does your writing say?", responds "nothing" or cannot answer.
Produces marks quickly and moves on without showing, explaining, or referencing meaning.
When given a purpose (e.g., "write a note"), only scribbles with no attempt to explain a message.
Emerging
Gives meaning mainly to drawings/paintings and occasionally to "writing" marks, but explanations may shift; often needs adult prompting to connect marks to a message.
Explains a drawing ("it's a bus") but cannot explain the adjacent "writing" marks without prompts.
Says "I'm writing" while scribbling, but changes what it says each time they are asked.
Needs an adult prompt ("Tell me about it") before offering any meaning for marks.
Developing
Gives meaning to marks across drawing, early writing, and painting in familiar contexts, can describe what their marks mean, and may "read" their own writing back with support.
Draws a picture and adds marks, then says, "This says 'happy birthday'" when prompted.
Makes a pretend shopping list (marks/letters) and can name items on it with adult support.
Creates a sign during role play (e.g., "closed") and tells others what it means when asked.
Secure
Consistently uses marks to represent ideas/messages across contexts (labels, lists, captions, drawings), with stable explanations that match what was intended.
Adds labels/captions (letter-like forms and/or known letters) and explains: "This says 'dog'" and points to the dog in the picture.
Makes marks for a specific purpose (menu, map, message) and consistently explains the same meaning later.
During play, uses their marks to guide action (checks their list/map and then follows it).
Reflexive
Plans, reviews, and revises marks to communicate more clearly, uses early conventions (spacing/linear direction/letters) when helpful, and can explain their meaning to others.
Revises: "I need more letters" or "I missed a word" and adds marks to clarify the message.
Explains their intent to a peer and demonstrates how the marks match the message (points word-by-word in their own writing).
Uses multiple mark types deliberately (drawing + labels + list) to communicate a more complex idea (e.g., plan for a game).
