Begins to use anticlockwise movement and retrace vertical lines.
Observe whether the child: begins to use anticlockwise movement and retrace vertical lines.
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 circles and vertical lines with some control, but direction and retracing accuracy are inconsistent and often break into multiple short strokes.
What you might see
When asked to draw a circle, produces disconnected arcs/lines or changes direction repeatedly without completing a continuous curve.
Draws a vertical line once but cannot go back over the same line; the second attempt is separate and far away.
Needs hand-over-hand help to follow a vertical line path (e.g., down a drawn “road”).
Draws a circle but lifts the pencil several times and the direction varies across attempts (sometimes clockwise, sometimes anticlockwise).
Attempts to retrace a vertical line but drifts away from the original line by a noticeable gap.
Can follow a vertical line with a finger in the air but struggles to match it accurately with a pencil/crayon.
Expected
On track
Produces an anticlockwise circle/loop with a model or prompt and can retrace a vertical line with some wobble, especially in familiar mark-making setups.
What you might see
With a model or prompt (“start here and go round this way”), completes an anticlockwise circle that looks mostly round.
Retraces a thick vertical line on paper, staying close to the original for most of its length with a few wobbles.
Uses the helper hand to hold paper steady while attempting a controlled circle or line.
Exceeding
Going further
Consistently uses anticlockwise movement for circles/curves and retraces vertical lines smoothly with fewer breaks and better start/stop control.
What you might see
Draws multiple anticlockwise circles/loops in a row with similar direction and a continuous stroke.
Retraces a vertical line up/down over the same path with minimal drift and controlled stopping at the end.
Starts the stroke deliberately (pauses, positions pencil) and completes without rushing or stabbing marks.
Uses anticlockwise circles and vertical strokes in purposeful patterns (e.g., repeated loops, “lollipop” shapes) without being prompted about direction.
Notices when their line has wandered and tries again to stay on the same path (“I went off; I’ll do it again”).
Transfers the same controlled stroke to different media (chalk outside, finger in sand/foam, marker on paper) while keeping direction and form recognisable.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During drawing time, ask for “three circles” and quietly notice whether your child naturally uses an anticlockwise motion and completes the circles in one continuous stroke.
In the bath, draw a tall vertical “rain line” in foam and see whether your child can trace down and then retrace over the same line with a finger.
On a vertical surface (easel/window/chalkboard), invite your child to draw long up-and-down lines and watch whether they can retrace a line without drifting away.
Outdoors with chalk, draw a big circle path and notice whether your child follows it smoothly in one direction rather than switching direction mid-way.
During a calm transition (before bed), do a 30-second “finger drawing” game in the air: you draw a vertical line and a circle, and observe whether your child can match the direction and shape.
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), Physical Development: Moving and Handling (40–60+ months).
Defines specific pre-writing motor patterns (stroke direction and retracing) as observable milestones supporting later handwriting and tool control.
Other sources
Beery & Beery (2004), Beery-Buktenica Developmental Test of Visual-Motor Integration (Beery VMI), 5th ed.
Visual-motor integration and controlled stroke production are commonly assessed clinically, supporting concrete observation of line/circle control and consistency.
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 but cannot yet intentionally produce an anticlockwise circular stroke or retrace a vertical line over the same path.
When asked to draw a circle, produces disconnected arcs/lines or changes direction repeatedly without completing a continuous curve.
Draws a vertical line once but cannot go back over the same line; the second attempt is separate and far away.
Needs hand-over-hand help to follow a vertical line path (e.g., down a drawn “road”).
Emerging
Attempts circles and vertical lines with some control, but direction and retracing accuracy are inconsistent and often break into multiple short strokes.
Draws a circle but lifts the pencil several times and the direction varies across attempts (sometimes clockwise, sometimes anticlockwise).
Attempts to retrace a vertical line but drifts away from the original line by a noticeable gap.
Can follow a vertical line with a finger in the air but struggles to match it accurately with a pencil/crayon.
Developing
Produces an anticlockwise circle/loop with a model or prompt and can retrace a vertical line with some wobble, especially in familiar mark-making setups.
With a model or prompt (“start here and go round this way”), completes an anticlockwise circle that looks mostly round.
Retraces a thick vertical line on paper, staying close to the original for most of its length with a few wobbles.
Uses the helper hand to hold paper steady while attempting a controlled circle or line.
Secure
Consistently uses anticlockwise movement for circles/curves and retraces vertical lines smoothly with fewer breaks and better start/stop control.
Draws multiple anticlockwise circles/loops in a row with similar direction and a continuous stroke.
Retraces a vertical line up/down over the same path with minimal drift and controlled stopping at the end.
Starts the stroke deliberately (pauses, positions pencil) and completes without rushing or stabbing marks.
Reflexive
Applies anticlockwise and vertical-line retracing flexibly within meaningful tasks (patterns, letter-like forms), self-corrects, and generalises across tools and surfaces.
Uses anticlockwise circles and vertical strokes in purposeful patterns (e.g., repeated loops, “lollipop” shapes) without being prompted about direction.
Notices when their line has wandered and tries again to stay on the same path (“I went off; I’ll do it again”).
Transfers the same controlled stroke to different media (chalk outside, finger in sand/foam, marker on paper) while keeping direction and form recognisable.
