8–20 monthsFine Motor SkillsPhysical Development: Moving and Handling
Holds pen or crayon using a whole hand (palmar) grasp and makes random marks with different strokes.
Observe whether the child: holds pen or crayon using a whole hand (palmar) grasp and makes random marks with different strokes.
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
Child briefly grasps a crayon/pen with a whole hand and may make a few accidental or very short marks. They need adult help to position the tool or to keep it on the paper.
What you might see
When offered a crayon, opens hand and lets it fall within a few seconds.
Mouths the crayon or bangs it but does not bring it to paper to make marks.
Makes no visible marks after 30 seconds with paper and crayon available.
Holds the crayon in a fist briefly and makes one short line when the adult guides the hand.
Touches the crayon to paper and produces a dot or small smear, then stops.
Needs the adult to put the crayon back into the hand multiple times during a short attempt.
Expected
On track
Child independently uses a palmar grasp to hold a crayon/pen and produces random marks when given paper. They vary movement sometimes (e.g., short lines and dots), especially in supported, calm contexts.
What you might see
Grips the crayon with a whole hand and makes several scribbles across the page.
Produces more than one type of mark in one sitting (e.g., dots plus a sweeping line).
Keeps the crayon in hand while looking at the marks they made.
Exceeding
Going further
Child reliably holds the tool with a palmar grasp and makes repeated random marks with different strokes (scribbles, dots, vertical/horizontal sweeps) across occasions. They sustain mark-making for a short period without adult repositioning.
What you might see
Makes a cluster of marks using varied strokes (short jabs, longer sweeps) without adult guiding.
Changes direction during scribbling (back-and-forth, circular-ish movement) while maintaining grasp.
Returns to mark-making after a brief pause (e.g., looks, then scribbles again) within the same session.
Initiates mark-making by fetching a crayon/pencil and paper or pointing to them.
Copies a modeled ‘line’ then switches to ‘dots’ when invited, still using a palmar grasp.
Adjusts pressure to make lighter/heavier marks (visible difference on paper) during the same attempt.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Mealtime: Give a chunky crayon and a paper placemat—notice whether your child holds it in a fist and makes marks without you placing their hand.
Bath time: On the tub wall with bath crayons, watch for different strokes (dots, long sweeps) rather than just one type of mark.
Outdoor play: Use chalk on paving—does your child keep a whole-hand grasp and make repeated marks for 20–30 seconds?
Quiet play: Tape paper to the table and offer one crayon—notice whether your child varies movements (jabs vs. swipes) as they scribble.
Story time: After a book, offer a crayon and say “Can you make some marks?”—observe whether they start and sustain mark-making independently.
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).
Early mark-making and palmar grasp reflect developing hand control and tool use that underpin later fine motor and writing-related skills.
Developmental research
Bayley, N. (2006). Bayley Scales of Infant and Toddler Development (3rd ed.).
Standard developmental assessments track early grasping and pre-writing/mark-making as measurable indicators of fine motor development in infancy/toddlerhood.
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
Child does not hold a crayon/pen with their whole hand long enough to make marks, or drops/throws it quickly. Mark-making is absent or only accidental (e.g., one smear).
When offered a crayon, opens hand and lets it fall within a few seconds.
Mouths the crayon or bangs it but does not bring it to paper to make marks.
Makes no visible marks after 30 seconds with paper and crayon available.
Emerging
Child briefly grasps a crayon/pen with a whole hand and may make a few accidental or very short marks. They need adult help to position the tool or to keep it on the paper.
Holds the crayon in a fist briefly and makes one short line when the adult guides the hand.
Touches the crayon to paper and produces a dot or small smear, then stops.
Needs the adult to put the crayon back into the hand multiple times during a short attempt.
Developing
Child independently uses a palmar grasp to hold a crayon/pen and produces random marks when given paper. They vary movement sometimes (e.g., short lines and dots), especially in supported, calm contexts.
Grips the crayon with a whole hand and makes several scribbles across the page.
Produces more than one type of mark in one sitting (e.g., dots plus a sweeping line).
Keeps the crayon in hand while looking at the marks they made.
Secure
Child reliably holds the tool with a palmar grasp and makes repeated random marks with different strokes (scribbles, dots, vertical/horizontal sweeps) across occasions. They sustain mark-making for a short period without adult repositioning.
Makes a cluster of marks using varied strokes (short jabs, longer sweeps) without adult guiding.
Changes direction during scribbling (back-and-forth, circular-ish movement) while maintaining grasp.
Returns to mark-making after a brief pause (e.g., looks, then scribbles again) within the same session.
Reflexive
Child initiates mark-making in different contexts and adapts strokes to effects (pressing harder/softer, changing direction) while maintaining a stable palmar grasp. They may imitate a simple stroke an adult models (e.g., ‘line’ then ‘dots’).
Initiates mark-making by fetching a crayon/pencil and paper or pointing to them.
Copies a modeled ‘line’ then switches to ‘dots’ when invited, still using a palmar grasp.
Adjusts pressure to make lighter/heavier marks (visible difference on paper) during the same attempt.
