30–50 monthsCreating with MaterialsExpressive arts and design: Exploring and using media and materials
Understands that they can use lines to enclose a space, and then begin to use these shapes to represent objects.
Observe whether the child: understands that they can use lines to enclose a space, and then begin to use these shapes to represent 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
Attempts to close lines (circles/loops) but shapes are inconsistent; may notice a "round" or "box" with support but not use it to represent objects.
What you might see
Scribbles across the page without making any closed shapes, even when shown a simple circle to copy.
Stops when asked to "make a shape" and returns to random marks rather than trying to enclose space.
Draws almost-closed loops with gaps and does not attempt to close them unless guided hand-over-hand.
Traces over an adult's shape but does not independently draw a closed shape afterwards.
Expected
On track
Draws closed shapes (circles/rectangles) and begins to label them ("ball", "face"), especially in familiar contexts with adult prompting.
What you might see
Draws a rough circle and says "ball" after an adult asks, "What could this be?"
Draws a closed shape (circle/box) and then adds one detail (e.g., two dots) to make it "a face".
Exceeding
Going further
Uses enclosed shapes intentionally to stand for objects (e.g., circle for head, rectangle for house) and adds simple details; can explain what the shape represents.
What you might see
Draws a rectangle and labels it "house" or "car" and adds a door/window/wheels as details.
Uses a circle for a head and adds arms/legs as lines, then tells you what the picture is.
Changes the drawing strategy if needed (e.g., redraws a bigger circle to fit details) and explains why.
Draws multiple objects using shapes (e.g., "two houses") and varies shapes to show difference (big/small).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During drawing time, ask, "Can you make a shape that could be a ball/plate/face?" Notice whether your child encloses space and labels what it is.
At story time, offer paper and say, "Can you draw a house for the character?" Watch for enclosed shapes used to represent objects (e.g., box for house).
While waiting (e.g., at a restaurant), play a quick 'shape hunt': draw a circle/rectangle and ask your child to draw one too and tell what it could be.
In outdoor chalk play, invite your child to draw a 'garage' or 'pond' and see whether they use a closed outline to make a space.
During block play, ask your child to draw what they built; notice whether they use simple shapes to stand for parts (room, tower).
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), Expressive arts and design: Exploring and using media and materials (30-50 months).
Treats enclosure with line and early representational drawing as observable progression in children’s use of media and materials.
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 without enclosing shapes, and does not show awareness that a closed line can make a "space" or shape.
Scribbles across the page without making any closed shapes, even when shown a simple circle to copy.
Stops when asked to "make a shape" and returns to random marks rather than trying to enclose space.
Emerging
Attempts to close lines (circles/loops) but shapes are inconsistent; may notice a "round" or "box" with support but not use it to represent objects.
Draws almost-closed loops with gaps and does not attempt to close them unless guided hand-over-hand.
Traces over an adult's shape but does not independently draw a closed shape afterwards.
Developing
Draws closed shapes (circles/rectangles) and begins to label them ("ball", "face"), especially in familiar contexts with adult prompting.
Draws a rough circle and says "ball" after an adult asks, "What could this be?"
Draws a closed shape (circle/box) and then adds one detail (e.g., two dots) to make it "a face".
Secure
Uses enclosed shapes intentionally to stand for objects (e.g., circle for head, rectangle for house) and adds simple details; can explain what the shape represents.
Draws a rectangle and labels it "house" or "car" and adds a door/window/wheels as details.
Uses a circle for a head and adds arms/legs as lines, then tells you what the picture is.
Reflexive
Chooses and combines shapes to represent ideas more flexibly (e.g., different objects), adapts when it doesn't look right, and may show others how to "make a shape" for an object.
Changes the drawing strategy if needed (e.g., redraws a bigger circle to fit details) and explains why.
Draws multiple objects using shapes (e.g., "two houses") and varies shapes to show difference (big/small).
