Sometimes gives meaning to marks as they draw and paint.
Observe whether the child: sometimes gives meaning to marks as they draw and paint.
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
Occasionally names their marks after making them ("it's a car"), often changing the story or needing adult prompts; meaning is inconsistent.
What you might see
When asked, "What is your picture?", says "I don't know" or gives no answer.
Makes repeated scribble marks and does not attempt to represent a person/object when prompted.
Changes activity without referencing what they made (no pointing, naming, or showing).
After finishing, says "it's mummy" but then later says it's something else when asked again.
Names a single feature ("a line") rather than what it represents unless the adult prompts with options.
Copies a familiar shape (circle) and then labels it ("ball") with adult encouragement.
Expected
On track
In familiar situations, intentionally draws/paints something and can say what it is; may narrate while making marks with adult scaffolding.
What you might see
While drawing, narrates with prompts ("I'm making a house") and points to parts as they add them.
Explains a painted mark as something real ("that's the rain") when the adult asks, "Tell me about it".
Draws a recognizable simple object (face, sun) and labels it consistently within the activity.
Exceeding
Going further
Frequently gives stable meaning to drawings/paintings and can describe what they made and why, with their explanation matching the marks over time.
What you might see
Shows their work and explains: "This is our park and this is me on the slide" with stable meaning.
Adds purposeful details (wheels on a car, windows on a house) to match what they say it is.
Responds to, "How do you know it's a dog?" by pointing to features they drew (ears, tail).
Notices mismatch and revises: "It needs arms" and adds them to a person drawing.
Explains intention before starting: "I'm going to paint a rainbow" and follows through with color bands.
Makes a drawing for a purpose (card/poster) and explains the message ("It's for Nana") while showing parts.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Mealtime/quiet time: Offer paper and markers and ask, "What are you going to draw today?" Notice if your child can state an intention and keep it.
Bath: Let your child finger-paint with foam and ask, "Tell me what your marks are showing." Notice whether they attach meaning without needing options.
Outdoor play: Chalk drawing on pavement — ask your child to draw something from your day (park, bus). Observe whether they describe and add details to match.
Story time: After a book, ask your child to draw a character or scene and then "read" their picture back to you. Notice whether the explanation stays consistent.
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), Literacy: Writing (30–50 months): "Sometimes gives meaning to marks as they draw and paint."
The EYFS framework specifies assigning meaning to self-made marks as an observable step toward writing as communication.
Developmental research
Lancaster, L. (2012). Multimodality of Childhood Mark-Making: How Children Make Marks Mean.
Details how young children develop intentionality and meaning-making in marks well before conventional writing, supporting observational assessment of representational intent.
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
Draws/paints without attaching meaning to the marks; when asked, cannot describe what the marks represent beyond "a picture" or "scribble".
When asked, "What is your picture?", says "I don't know" or gives no answer.
Makes repeated scribble marks and does not attempt to represent a person/object when prompted.
Changes activity without referencing what they made (no pointing, naming, or showing).
Emerging
Occasionally names their marks after making them ("it's a car"), often changing the story or needing adult prompts; meaning is inconsistent.
After finishing, says "it's mummy" but then later says it's something else when asked again.
Names a single feature ("a line") rather than what it represents unless the adult prompts with options.
Copies a familiar shape (circle) and then labels it ("ball") with adult encouragement.
Developing
In familiar situations, intentionally draws/paints something and can say what it is; may narrate while making marks with adult scaffolding.
While drawing, narrates with prompts ("I'm making a house") and points to parts as they add them.
Explains a painted mark as something real ("that's the rain") when the adult asks, "Tell me about it".
Draws a recognizable simple object (face, sun) and labels it consistently within the activity.
Secure
Frequently gives stable meaning to drawings/paintings and can describe what they made and why, with their explanation matching the marks over time.
Shows their work and explains: "This is our park and this is me on the slide" with stable meaning.
Adds purposeful details (wheels on a car, windows on a house) to match what they say it is.
Responds to, "How do you know it's a dog?" by pointing to features they drew (ears, tail).
Reflexive
Plans and revises marks to better match intended meaning, adds details purposefully, and communicates their meaning clearly to others (sometimes adding labels or "writing").
Notices mismatch and revises: "It needs arms" and adds them to a person drawing.
Explains intention before starting: "I'm going to paint a rainbow" and follows through with color bands.
Makes a drawing for a purpose (card/poster) and explains the message ("It's for Nana") while showing parts.
