Create simple representations of events, people and objects.
Observe whether the child: create simple representations of events, people and objects.
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
The child sometimes labels what they made, often after the fact, and may include one recognisable feature. Representations are inconsistent and usually need prompts to connect to an event, person, or object.
What you might see
Draws or models and cannot provide a stable explanation of what it represents, even with a prompt.
When asked to draw a familiar object (for example a face), only scribbles and stops quickly or becomes frustrated.
Makes a drawing and labels it only after an adult asks, with labels changing (for example 'car' then 'dog').
Includes one key feature (for example a circle as 'head') but no other features unless prompted.
Expected
On track
The child creates simple representations in familiar contexts (for example a person, house, pet, a recent outing) with some recognisable features. They can explain what it shows, though detail and planning may still need adult scaffolding.
What you might see
Draws a simple person/object from a familiar experience (for example 'me at the park') and names at least one feature (for example 'this is my slide').
Makes a simple model with blocks or playdough that stands for an object (for example 'a cake' with candles) after a short prompt.
Exceeding
Going further
The child independently represents events, people, and objects with clear features and uses the representation to communicate meaning to others. They can add or adjust details to better match what they intend to show.
What you might see
Creates a recognisable representation of a recent event (for example a birthday) and tells another person what happened using the picture/model.
Adds details intentionally to match meaning (for example adds wheels to a bus, adds a door to a house) without adult prompting.
Makes a sign/map/label to support play (for example 'tickets', 'hospital', a route) and uses it within the play scenario.
Revises the representation when noticing a mismatch (for example 'I forgot the tail') and explains why they changed it.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
After an outing (park, shop), ask your child to draw 'what happened first' and notice whether they produce a simple representation they can explain.
At mealtime, invite your child to draw or model (with dough) something from the meal (for example a sandwich, fruit bowl) and see whether the result has recognisable features.
During story time, ask 'Can you draw the main character or the best part?' and notice whether they represent an event/person/object rather than only scribbling.
In bath time (on foggy mirror or with foam), ask your child to draw a familiar object (for example a face, a car) and notice whether they add key features without heavy prompting.
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 Early Years Foundation Stage (EYFS) (2012), Expressive Arts and Design: Being imaginative (40–60+ months).
The construct is framework-native and defined as an observable behaviour within Development Matters for this age band.
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
The child makes marks or models without intending to represent a person, object, or event, or cannot link their creation to an idea. If asked what it is, they may shrug or change the label repeatedly without a stable meaning.
Draws or models and cannot provide a stable explanation of what it represents, even with a prompt.
When asked to draw a familiar object (for example a face), only scribbles and stops quickly or becomes frustrated.
Emerging
The child sometimes labels what they made, often after the fact, and may include one recognisable feature. Representations are inconsistent and usually need prompts to connect to an event, person, or object.
Makes a drawing and labels it only after an adult asks, with labels changing (for example 'car' then 'dog').
Includes one key feature (for example a circle as 'head') but no other features unless prompted.
Developing
The child creates simple representations in familiar contexts (for example a person, house, pet, a recent outing) with some recognisable features. They can explain what it shows, though detail and planning may still need adult scaffolding.
Draws a simple person/object from a familiar experience (for example 'me at the park') and names at least one feature (for example 'this is my slide').
Makes a simple model with blocks or playdough that stands for an object (for example 'a cake' with candles) after a short prompt.
Secure
The child independently represents events, people, and objects with clear features and uses the representation to communicate meaning to others. They can add or adjust details to better match what they intend to show.
Creates a recognisable representation of a recent event (for example a birthday) and tells another person what happened using the picture/model.
Adds details intentionally to match meaning (for example adds wheels to a bus, adds a door to a house) without adult prompting.
Reflexive
The child uses representation flexibly to support thinking and communication (for example planning a pretend scenario, retelling an event, making a sign/map) and revises or extends the representation in response to feedback or new ideas.
Makes a sign/map/label to support play (for example 'tickets', 'hospital', a route) and uses it within the play scenario.
Revises the representation when noticing a mismatch (for example 'I forgot the tail') and explains why they changed it.
