Distinguishes between the different marks they make.
Observe whether the child: distinguishes between the different marks they make.
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
Notices differences when an adult points them out (e.g., big/small lines) and sometimes varies marks, but does not reliably label or select mark types intentionally.
What you might see
Scribbles continuously without pausing to look back at the marks or change the type of mark.
When asked, "Can you make a line?", continues the same scribble pattern without attempting a line.
Does not respond when an adult points to different marks and says, "This one is a dot, this one is a line."
After an adult demonstration, makes a few dots but quickly returns to general scribbling.
Says "big" or "little" about a mark after prompting, but does not consistently show the distinction again.
Chooses different tools (crayon vs marker) and comments on color, but not on the kind of mark.
Expected
On track
Intentionally produces different kinds of marks (dots, lines, circles) and indicates they are different (by pointing, naming, or using different tools) in familiar activities.
What you might see
Makes a line when asked and then makes a circle when asked, in the same session.
Points to two marks and indicates difference (e.g., "this one" vs "that one") when asked, "Are they the same?"
In messy play (finger paint/sand tray), makes tracks, dots, and swirls and repeats them when prompted.
Exceeding
Going further
Consistently distinguishes between mark types and uses different marks for different purposes (e.g., drawing vs "writing"), explaining or showing the difference across settings.
What you might see
Says or shows, "This is my drawing" and separately, "This is my writing" using different mark styles (e.g., picture vs line-like marks).
Copies a simple mark pattern (line-line-dot) after watching an adult do it once.
Sorts their own marks by type when asked (points to all the circles, then all the lines).
Creates a deliberate pattern (zigzag row, then dot row) and names or points out the difference.
Explains choice of marks: "These are dots for sprinkles" vs "These lines are the road".
Shows another child how to make a specific mark ("Look, you do a circle like this") and compares results.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Mealtime: Give a paper placemat and ask, "Can you make a dot? Can you make a line?" Notice whether your child makes clearly different marks.
Bath: Use bath crayons on tiles; ask your child to draw "circles" and then "straight lines". Notice if they switch mark types on request.
Outdoor play: In sand/mud, ask your child to make different tracks (a long line, lots of dots). Observe whether they notice and repeat the differences.
Story time: After reading, offer crayons and ask your child to make a "picture" and then some "writing". Notice if they use different mark styles for each.
Where this comes from
The framework source and supporting developmental research.
Framework source
Development Matters in the EYFS (2012), Literacy: Writing (22–36 months): "Distinguishes between the different marks they make."
The EYFS framework positions differentiating mark types as an observable foundation for later symbolic writing.
Developmental research
Schickedanz, J. A., & Collins, M. F. (2012). So Much More than the ABCs: The Early Phases of Reading and Writing.
Describes early mark-making as a developmental phase where children begin differentiating marks and understanding their communicative potential.
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 show awareness that marks can differ; does not comment on or intentionally vary marks when drawing/scribbling.
Scribbles continuously without pausing to look back at the marks or change the type of mark.
When asked, "Can you make a line?", continues the same scribble pattern without attempting a line.
Does not respond when an adult points to different marks and says, "This one is a dot, this one is a line."
Emerging
Notices differences when an adult points them out (e.g., big/small lines) and sometimes varies marks, but does not reliably label or select mark types intentionally.
After an adult demonstration, makes a few dots but quickly returns to general scribbling.
Says "big" or "little" about a mark after prompting, but does not consistently show the distinction again.
Chooses different tools (crayon vs marker) and comments on color, but not on the kind of mark.
Developing
Intentionally produces different kinds of marks (dots, lines, circles) and indicates they are different (by pointing, naming, or using different tools) in familiar activities.
Makes a line when asked and then makes a circle when asked, in the same session.
Points to two marks and indicates difference (e.g., "this one" vs "that one") when asked, "Are they the same?"
In messy play (finger paint/sand tray), makes tracks, dots, and swirls and repeats them when prompted.
Secure
Consistently distinguishes between mark types and uses different marks for different purposes (e.g., drawing vs "writing"), explaining or showing the difference across settings.
Says or shows, "This is my drawing" and separately, "This is my writing" using different mark styles (e.g., picture vs line-like marks).
Copies a simple mark pattern (line-line-dot) after watching an adult do it once.
Sorts their own marks by type when asked (points to all the circles, then all the lines).
Reflexive
Experiments with mark styles and patterns deliberately, can compare and categorize marks (e.g., "these are lines, these are circles"), and may model the difference for others.
Creates a deliberate pattern (zigzag row, then dot row) and names or points out the difference.
Explains choice of marks: "These are dots for sprinkles" vs "These lines are the road".
Shows another child how to make a specific mark ("Look, you do a circle like this") and compares results.
