Beginning to use representation to communicate, e.g. drawing a line and saying ‘That’s me.’
Observe whether the child: beginning to use representation to communicate, e.g. drawing a line and saying ‘That’s me.’
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
Sometimes labels a mark/model after making it (e.g., points and names it), but the link between representation and meaning is inconsistent. Communication is mostly to self or only when asked by an adult.
What you might see
Scribbles or marks and then moves on without showing interest in what the marks mean.
When asked “What is it?”, shrugs or gives unrelated labels that change immediately.
Does not attempt to show the drawing/model to another person as a message.
Makes a mark, then later says a label only after an adult asks (“What did you draw?”).
Points to a scribble and says “me” one day, but cannot keep the same meaning the next moment.
Shows a drawing briefly but does not try to explain what it represents.
Expected
On track
Intentionally creates a simple mark/object/action to represent something (person/object/event) and tells an adult what it is, especially in familiar contexts. Representations are minimal (e.g., a line, a blob) but meaning is clear from the child’s explanation.
What you might see
Draws a single line/circle and says “That’s me” or “That’s mummy,” and repeats the label.
Arranges two objects and says they are “cars” or “people,” then moves them as if in a scene.
Brings a drawing to an adult and names what it represents without being asked.
Exceeding
Going further
Regularly uses representation to communicate ideas (drawing, arranging objects, gestures, simple words), and initiates sharing (“Look, it’s…”). Can represent experiences (self, family, events) and maintain the meaning across a short interaction.
What you might see
After an outing, draws/paints and says what happened (“park”, “rain”, “bus”) and shows someone.
Uses marks/objects to represent roles in pretend (e.g., block is “house”, paper is “ticket”) and explains.
Keeps the meaning stable for a short conversation (“This is me”) even if the mark is very simple.
Adds another mark/detail to make the message clearer (e.g., adds “eyes” or another line) after being misunderstood.
Corrects own representation (“No, that’s not me—that’s baby”) and updates the explanation.
Uses representation to retell a simple sequence (“First… then…”) using drawings/objects/words together.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Offer paper and crayons after a routine event (park, shop, visit) and notice whether your child makes a mark and tells you what it is without you guessing first.
During play with blocks, ask, “Can you make something that shows our house/your room?” and observe whether your child assigns meaning to what they build or draw.
At mealtime, give your child a napkin and ask, “Can you show me ‘big’ or ‘happy’ with a drawing?” Notice if they treat the mark as a message.
During storytime, pause and ask your child to draw one part (“Draw the character”) and see if they can name what they drew and show it to you.
When your child makes any mark/model, ask, “Who is this?” and see whether they can consistently label a person (e.g., self) across a short back-and-forth.
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: Being imaginative (22–36 months).
Defines early representational communication as a framework-native observation point.
Developmental research
Karmiloff-Smith, A. (1992). Beyond Modularity: A Developmental Perspective on Cognitive Science.
Provides a developmental account of representational change and increasing flexibility that aligns with children moving from implicit mark-making to communicative representation.
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 or actions without showing that they stand for something, and does not use them to communicate meaning to others. Any naming is absent or unrelated to what was made.
Scribbles or marks and then moves on without showing interest in what the marks mean.
When asked “What is it?”, shrugs or gives unrelated labels that change immediately.
Does not attempt to show the drawing/model to another person as a message.
Emerging
Sometimes labels a mark/model after making it (e.g., points and names it), but the link between representation and meaning is inconsistent. Communication is mostly to self or only when asked by an adult.
Makes a mark, then later says a label only after an adult asks (“What did you draw?”).
Points to a scribble and says “me” one day, but cannot keep the same meaning the next moment.
Shows a drawing briefly but does not try to explain what it represents.
Developing
Intentionally creates a simple mark/object/action to represent something (person/object/event) and tells an adult what it is, especially in familiar contexts. Representations are minimal (e.g., a line, a blob) but meaning is clear from the child’s explanation.
Draws a single line/circle and says “That’s me” or “That’s mummy,” and repeats the label.
Arranges two objects and says they are “cars” or “people,” then moves them as if in a scene.
Brings a drawing to an adult and names what it represents without being asked.
Secure
Regularly uses representation to communicate ideas (drawing, arranging objects, gestures, simple words), and initiates sharing (“Look, it’s…”). Can represent experiences (self, family, events) and maintain the meaning across a short interaction.
After an outing, draws/paints and says what happened (“park”, “rain”, “bus”) and shows someone.
Uses marks/objects to represent roles in pretend (e.g., block is “house”, paper is “ticket”) and explains.
Keeps the meaning stable for a short conversation (“This is me”) even if the mark is very simple.
Reflexive
Adapts representations to help others understand (adds details, repeats explanation, chooses a clearer medium) and can use representation as part of pretend or storytelling. May compare or revise (“No, that’s daddy—this is me”).
Adds another mark/detail to make the message clearer (e.g., adds “eyes” or another line) after being misunderstood.
Corrects own representation (“No, that’s not me—that’s baby”) and updates the explanation.
Uses representation to retell a simple sequence (“First… then…”) using drawings/objects/words together.
