Creates and experiments with symbols and marks representing ideas of number.
Observe whether the child: creates and experiments with symbols and marks representing ideas of number.
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
Copies or repeats marks when an adult models number ideas (e.g., making a few dots), but the marks do not consistently match the intended quantity.
What you might see
When asked to ‘draw two’ of something, the child makes a single scribble and moves on without attempting separate marks.
The child shows little interest in crayons/pens and quickly drops them or resists using them.
The child makes marks but cannot indicate any link to “how many” even with adult prompting (e.g., shrugs or changes topic).
After an adult makes three dots and says ‘three’, the child makes several dots but stops at a random point.
Tries to copy an adult’s ‘one dot for one item’ idea but sometimes puts two dots for one item or one dot for two items.
Labels their marks with a number word (‘two!’) but the marks vary widely in quantity from attempt to attempt.
Expected
On track
Uses simple repeated marks (dots/lines/circles) to stand for “some” or small amounts, especially in supported, familiar activities (drawing snack items, stickers, pretend play).
What you might see
Draws separate marks for items in a simple context (e.g., puts two circles for two biscuits) when supported by talk.
Adds a few stickers/dots to ‘show how many’ during play (e.g., putting dots on a drawn ladybird) and attends to the idea of quantity.
Uses a page of marks as a ‘record’ (e.g., says it is for counting toys) even if accuracy is still inconsistent.
Exceeding
Going further
Regularly uses marks/symbols as a way to represent small quantities and can usually explain what the marks mean in context (e.g., “three” for three items).
What you might see
Makes two or three distinct marks on request and can point to them while saying ‘one, two, three’.
When given a small set (e.g., 3 toy cars), draws or marks three dots/circles to represent them and says it is ‘three cars’.
If one item is added during the activity, the child adds another mark to their drawing/record without starting over.
Invents a simple ‘score’ using marks (e.g., lines for points) during a game and keeps adding marks as the game continues.
Switches representation (e.g., uses fingers to show 4, then draws 4 dots) to communicate the same quantity idea.
Explains their record to someone else (e.g., ‘these are for how many cups we need’) and invites them to add marks.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Snack time: Put 1–3 grapes on a plate and invite your child to ‘draw how many grapes’—notice whether they make separate marks to stand for each grape.
Bath time: After putting 2 or 3 bath toys in the tub, ask ‘Can you make some marks on paper to show how many toys are in the bath?’
Free drawing: Draw two simple shapes (e.g., two circles) and ask your child to ‘make one more’ with a mark—observe whether they add a mark to represent the extra.
Pretend play: While playing ‘shop’, ask your child to ‘write down’ how many items you’re buying (e.g., 2 apples) and watch for attempts to use dots/lines as a record.
Tidy-up/transition: Hold up two socks and ask ‘Can you make marks to show how many socks we need?’—notice whether the marks are repeated and intentional.
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), Mathematics: Numbers (16-26 months).
This construct is a framework-native early numeracy indicator emphasizing emergent symbolic representation.
Developmental research
Gelman, R., & Gallistel, C. R. (1978). The Child's Understanding of Number. Cambridge, MA: Harvard University Press.
Early number understanding develops through meaningful use of stable number symbols/tags and their relation to sets, supporting children’s emerging representational marks.
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 only as general scribbles or avoids mark-making; does not connect marks with “how many” or with number ideas in talk/play.
When asked to ‘draw two’ of something, the child makes a single scribble and moves on without attempting separate marks.
The child shows little interest in crayons/pens and quickly drops them or resists using them.
The child makes marks but cannot indicate any link to “how many” even with adult prompting (e.g., shrugs or changes topic).
Emerging
Copies or repeats marks when an adult models number ideas (e.g., making a few dots), but the marks do not consistently match the intended quantity.
After an adult makes three dots and says ‘three’, the child makes several dots but stops at a random point.
Tries to copy an adult’s ‘one dot for one item’ idea but sometimes puts two dots for one item or one dot for two items.
Labels their marks with a number word (‘two!’) but the marks vary widely in quantity from attempt to attempt.
Developing
Uses simple repeated marks (dots/lines/circles) to stand for “some” or small amounts, especially in supported, familiar activities (drawing snack items, stickers, pretend play).
Draws separate marks for items in a simple context (e.g., puts two circles for two biscuits) when supported by talk.
Adds a few stickers/dots to ‘show how many’ during play (e.g., putting dots on a drawn ladybird) and attends to the idea of quantity.
Uses a page of marks as a ‘record’ (e.g., says it is for counting toys) even if accuracy is still inconsistent.
Secure
Regularly uses marks/symbols as a way to represent small quantities and can usually explain what the marks mean in context (e.g., “three” for three items).
Makes two or three distinct marks on request and can point to them while saying ‘one, two, three’.
When given a small set (e.g., 3 toy cars), draws or marks three dots/circles to represent them and says it is ‘three cars’.
If one item is added during the activity, the child adds another mark to their drawing/record without starting over.
Reflexive
Chooses between different representations (dots, tallies, fingers, early numerals) to record or communicate number ideas and may involve others (e.g., making a score or list in play).
Invents a simple ‘score’ using marks (e.g., lines for points) during a game and keeps adding marks as the game continues.
Switches representation (e.g., uses fingers to show 4, then draws 4 dots) to communicate the same quantity idea.
Explains their record to someone else (e.g., ‘these are for how many cups we need’) and invites them to add marks.
