22–36 monthsFine Motor SkillsPhysical Development: Moving and Handling
Imitates drawing simple shapes such as circles and lines.
Observe whether the child: imitates drawing simple shapes such as circles and lines.
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
Attempts to copy after a model but produces approximate marks (e.g., a curved scribble for a circle). Needs large movements, repeated demonstrations, or hand-over-hand support.
What you might see
After an adult draws a straight line and hands over the crayon, the child continues scribbling without attempting a line-like mark.
When shown a circle, the child taps the page with the marker but does not make a rounded movement.
After an adult draws a circle, the child makes a large curved scribble that does not close and crosses over itself repeatedly.
With the adult pointing to the start, the child draws a short line but immediately shifts into scribbling.
Expected
On track
Imitates a line or a circle in familiar supported contexts (large paper, thick marker). Copies are recognisable but may be wobbly, open, or started in a different place from the model.
What you might see
After an adult draws a vertical line, the child draws a mostly straight vertical stroke next to it, though it is wobbly.
After an adult draws a circle, the child draws a rounded shape that is open (gap remains) but clearly circle-intended.
Exceeding
Going further
Imitates simple lines and circles more accurately with clear start/stop control, producing recognisable copies across different surfaces and tools.
What you might see
When the adult draws a circle, the child draws their own circle next to it that is mostly closed and stays roughly circular.
When the adult draws a horizontal line, the child draws a similar line and stops at the end rather than continuing into scribbles.
The child copies a line and a circle, then adds extra lines to turn the circle into a "face" or "ball" without prompting.
If their circle becomes messy, the child pauses and tries again on a new spot, producing a clearer copy the second time.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
At playdough time, roll a thin "snake" into a straight line and a circle on the table, then ask your child to draw the same shapes on paper and notice whether they copy the forms.
During bath time, use bath crayons to draw a line and a circle on the tub wall; pause and watch whether your child imitates the shapes nearby.
On a big sheet of paper on the floor, draw one simple line and say "your turn"; notice whether your child makes a line-like stroke rather than only scribbling.
Use a thick marker and draw a circle, then point to where you started; notice whether your child attempts to start and stop a circle deliberately.
Outside with chalk, draw a long line and a big circle; notice whether your child imitates the shapes and whether their copies become more recognisable with a second try.
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 (22–36 months).
The construct is defined as an observable pre-writing behaviour within the EYFS physical-development progression for toddlers.
Other sources
Beery, K. E., & Beery, N. A. (2010). The Beery-Buktenica Developmental Test of Visual-Motor Integration (6th ed.). Pearson.
Visual-motor integration assessments operationalise copying of developmentally sequenced lines and shapes, aligning with observation of circle/line imitation.
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 random scribbles or dots and does not attempt to copy a demonstrated line or circle. May move the tool but without matching the model.
After an adult draws a straight line and hands over the crayon, the child continues scribbling without attempting a line-like mark.
When shown a circle, the child taps the page with the marker but does not make a rounded movement.
Emerging
Attempts to copy after a model but produces approximate marks (e.g., a curved scribble for a circle). Needs large movements, repeated demonstrations, or hand-over-hand support.
After an adult draws a circle, the child makes a large curved scribble that does not close and crosses over itself repeatedly.
With the adult pointing to the start, the child draws a short line but immediately shifts into scribbling.
Developing
Imitates a line or a circle in familiar supported contexts (large paper, thick marker). Copies are recognisable but may be wobbly, open, or started in a different place from the model.
After an adult draws a vertical line, the child draws a mostly straight vertical stroke next to it, though it is wobbly.
After an adult draws a circle, the child draws a rounded shape that is open (gap remains) but clearly circle-intended.
Secure
Imitates simple lines and circles more accurately with clear start/stop control, producing recognisable copies across different surfaces and tools.
When the adult draws a circle, the child draws their own circle next to it that is mostly closed and stays roughly circular.
When the adult draws a horizontal line, the child draws a similar line and stops at the end rather than continuing into scribbles.
Reflexive
Imitates shapes and then uses them flexibly (combines lines and circles to represent something, repeats shapes in patterns) and can self-correct when a copy does not match.
The child copies a line and a circle, then adds extra lines to turn the circle into a "face" or "ball" without prompting.
If their circle becomes messy, the child pauses and tries again on a new spot, producing a clearer copy the second time.
