8–20 monthsCreating with MaterialsExpressive arts and design: Exploring and using media and materials
Notices and is interested in the effects of making movements which leave marks.
Observe whether the child: notices and is interested in the effects of making movements which leave marks.
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
Makes accidental marks and briefly looks at them, showing fleeting interest but not repeating the action to explore.
What you might see
Holds a crayon/marker but does not move it across the paper; drops it and crawls away.
Touches paint or yoghurt on a tray and immediately pulls away without looking at the trace left behind.
Bangs a tool on the surface without noticing the mark or track created.
Makes a random scribble, looks briefly at the page, then moves on without repeating.
Smears a hand once through spilt food on a highchair tray, then stops and does not try again.
Watches an adult make a mark but does not attempt to copy without repeated encouragement.
Expected
On track
Repeats a movement to make marks (scribble/smear/tap) and watches the result, showing clear interest and returning to do it again.
What you might see
Scribbles back-and-forth and watches the line appear, then repeats the motion in the same spot.
Smears finger paint in one direction and then immediately repeats the smear to make another mark.
Pushes a toy car through a small patch of paint and looks at the tracks, then does it again.
Exceeding
Going further
Explores different movements and surfaces to see different marks (dots/lines/smears/tracks) and persists in mark-making play.
What you might see
Changes movement from dotting to long strokes and watches the difference in marks.
Tries making marks on two surfaces (paper vs cardboard) and pauses to look at how they differ.
Returns to mark-making after a short break, seeking the same tool or surface again.
Presses harder/softer and looks at the darker/lighter mark, repeating to recreate the effect.
Shows an adult the marks by pointing, holding up the paper, or bringing the tool over and repeating the action.
Experiments with direction (circles vs straight lines) and then repeats a chosen pattern intentionally.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
At mealtime, notice what happens if your child has a safe chance to smear a small bit of yoghurt/puree on the tray—do they look at the mark and repeat the movement?
In the bath, put a little foam on the wall and watch whether your child makes repeated swipes/dots and looks at the traces.
Offer chunky crayons and big paper on the floor—notice whether your child repeats scribbling to see lines appear.
Outside, try pavement chalk and watch whether your child makes marks, stops to look, then tries again.
During messy play (gloop, finger paint), observe whether your child changes movements (tap, swipe, swirl) to see different effects.
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), Department for Education (DfE).
This construct is a verbatim DM2012 observable behaviour statement within Expressive arts and design: Exploring and using media and materials (8-20m).
Developmental research
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
The rubric differentiates supported sensory-motor exploration from independently repeated, intentional mark-making, consistent with scaffolded progression.
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
Does not attend to marks being made; may drop or mouth mark-making tools without noticing the effect on the surface.
Holds a crayon/marker but does not move it across the paper; drops it and crawls away.
Touches paint or yoghurt on a tray and immediately pulls away without looking at the trace left behind.
Bangs a tool on the surface without noticing the mark or track created.
Emerging
Makes accidental marks and briefly looks at them, showing fleeting interest but not repeating the action to explore.
Makes a random scribble, looks briefly at the page, then moves on without repeating.
Smears a hand once through spilt food on a highchair tray, then stops and does not try again.
Watches an adult make a mark but does not attempt to copy without repeated encouragement.
Developing
Repeats a movement to make marks (scribble/smear/tap) and watches the result, showing clear interest and returning to do it again.
Scribbles back-and-forth and watches the line appear, then repeats the motion in the same spot.
Smears finger paint in one direction and then immediately repeats the smear to make another mark.
Pushes a toy car through a small patch of paint and looks at the tracks, then does it again.
Secure
Explores different movements and surfaces to see different marks (dots/lines/smears/tracks) and persists in mark-making play.
Changes movement from dotting to long strokes and watches the difference in marks.
Tries making marks on two surfaces (paper vs cardboard) and pauses to look at how they differ.
Returns to mark-making after a short break, seeking the same tool or surface again.
Reflexive
Intentionally varies action (speed/pressure/direction) to change the mark and seeks to share the effect with an adult (showing, pointing, repeating to recreate).
Presses harder/softer and looks at the darker/lighter mark, repeating to recreate the effect.
Shows an adult the marks by pointing, holding up the paper, or bringing the tool over and repeating the action.
Experiments with direction (circles vs straight lines) and then repeats a chosen pattern intentionally.
