Observe whether the child: begins to form recognisable letters.
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
Produces occasional letter-like forms (straight lines, crosses, circles) and may attempt a letter from their name, but results are inconsistent.
What you might see
Scribbles rapidly without pausing to copy a simple letter-like shape (e.g., a straight line or cross).
Avoids picking up a pencil/crayon, or quickly abandons mark-making tasks after a few seconds.
When asked to write a familiar letter (e.g., first letter of name), produces unrelated marks with no stable shape.
Attempts to copy a letter from a model but produces an approximate shape (e.g., a circle for ‘O’, a single line for ‘T’).
Writes one recognisable letter occasionally (often a letter from their name) but cannot repeat it reliably.
Uses lots of separate short strokes to approximate a letter, with frequent lifting and restarting.
Expected
On track
Forms a small set of recognisable letters with a model, prompt, or tracing support; orientation and size may still vary.
What you might see
Traces over a dotted ‘A’/‘O’/‘M’ and produces a recognisable result with reminders about start points.
Writes two or three letters from their name when shown a model, though some may be reversed or uneven.
Forms recognisable straight-line letters (e.g., ‘L’, ‘T’, ‘I’) more consistently than curved letters.
Exceeding
Going further
Forms several recognisable letters independently in play or routines, with increasing consistency even if some reversals or uneven sizing remain.
What you might see
Writes several recognisable letters in a row (e.g., parts of their name) without tracing.
Forms a recognisable letter using different media (chalk, felt-tip, paintbrush) with similar overall shape.
Attempts curved letters (e.g., ‘C’, ‘O’) with a continuous stroke more often than fragmented strokes.
Labels a drawing with recognisable letters (e.g., writes ‘MUM’, ‘DOG’, or their name) without being asked.
Notices an error and tries again (“That doesn’t look like my ‘a’”) after brief feedback or comparison to a model.
Writes letters to communicate in play (menus, signs, invitations) and keeps them recognisable across contexts.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
At mealtime, invite your child to help make a simple place card (their name or first letter) and notice whether any letters are recognisable without tracing.
During play, offer paper and ask “Can you write the first letter of your name?” and observe whether the result is recognisable and repeatable.
In the bath, write a big letter in foam/condensation and see whether your child can copy it with a finger in a recognisable way.
Outdoors, use chalk to draw a few large letters and notice whether your child can copy at least one letter shape with a similar overall form.
At story time, suggest making a “sign” for a character (e.g., ‘STOP’ or the character’s initial) and observe whether letters stay recognisable across attempts.
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 (40–60+ months).
Treats early letter formation as an observable outcome of developing fine-motor control, grip stability, and visual-motor coordination.
Developmental research
Graham & Weintraub (1996), A Review of Handwriting Research: Progress and Prospects from 1980 to 1994; and Berninger & Fayol (2008) as cited in writing development literature.
Handwriting/letter production is supported by evidence linking transcription skill development to broader writing outcomes, grounding staged rubrics for letter-formation progress.
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 (scribbles/lines) but does not yet produce shapes that can be identified as letters, or avoids mark-making tasks.
Scribbles rapidly without pausing to copy a simple letter-like shape (e.g., a straight line or cross).
Avoids picking up a pencil/crayon, or quickly abandons mark-making tasks after a few seconds.
When asked to write a familiar letter (e.g., first letter of name), produces unrelated marks with no stable shape.
Emerging
Produces occasional letter-like forms (straight lines, crosses, circles) and may attempt a letter from their name, but results are inconsistent.
Attempts to copy a letter from a model but produces an approximate shape (e.g., a circle for ‘O’, a single line for ‘T’).
Writes one recognisable letter occasionally (often a letter from their name) but cannot repeat it reliably.
Uses lots of separate short strokes to approximate a letter, with frequent lifting and restarting.
Developing
Forms a small set of recognisable letters with a model, prompt, or tracing support; orientation and size may still vary.
Traces over a dotted ‘A’/‘O’/‘M’ and produces a recognisable result with reminders about start points.
Writes two or three letters from their name when shown a model, though some may be reversed or uneven.
Forms recognisable straight-line letters (e.g., ‘L’, ‘T’, ‘I’) more consistently than curved letters.
Secure
Forms several recognisable letters independently in play or routines, with increasing consistency even if some reversals or uneven sizing remain.
Writes several recognisable letters in a row (e.g., parts of their name) without tracing.
Forms a recognisable letter using different media (chalk, felt-tip, paintbrush) with similar overall shape.
Attempts curved letters (e.g., ‘C’, ‘O’) with a continuous stroke more often than fragmented strokes.
Reflexive
Uses recognisable letters purposefully (labels, names, simple messages), self-corrects with feedback, and generalises letter-forming across tools and settings.
Labels a drawing with recognisable letters (e.g., writes ‘MUM’, ‘DOG’, or their name) without being asked.
Notices an error and tries again (“That doesn’t look like my ‘a’”) after brief feedback or comparison to a model.
Writes letters to communicate in play (menus, signs, invitations) and keeps them recognisable across contexts.
