Nursery Mark Making and Early Writing Progression (0–4 years)

Stage            Movement                Marks                                Meaning                    Writing

0–15m          Whole arm              Accidental                     None                         Exploration

15m–2.5y     Arm control             Scribbles                        Emerging                 Intentional marks

2.5–3.5y       Wrist/fingers            Shapes/patterns          Clear meaning       Early writing attempts

3.5–4y          Fine motor              Recognisable forms     Symbolic                 Letters, name, simple word

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Lion Cubs - 0–15 Months - Focus: sensory exploration, early motor control, cause and effect

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• Explores materials through touch (paint, food, water, sand)

• Makes accidental marks (e.g., moving hands/feet through paint)

• Grasps and waves objects (early mark-making tools like chunky crayons, palmar grip)

• Begins to intentionally bang or swipe tools on surfaces

• Watches adults model mark making

• Begins to visually track marks they make

• Shows interest in high-contrast patterns and visuals

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What it might look like in practice:

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• Hand/foot painting

• Mark making in food (e.g., yoghurt, mashed veg)

• Water plays with brushes/sponges

• Large paper on floor/walls

• Chunky, easy-grip tools

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Monkeys 15 Months – 2 Years - Focus: intentional marks, developing coordination

 

• Holds crayons/markers (whole-hand grasp / palmar grasp)

• Makes deliberate marks (dots, lines, random scribbles)

• Repeats actions (e.g., back-and-forth scribbling, cause and effect)

• Uses whole-arm movements to scribble

• Begins to explore different tools (chalk, brushes, fingers)

• Holds tools with palmar or digital pronate grip

• Shows preference for dominant hand (not fully established)

• May begin to associate marks with meaning (“That’s mummy”)

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What it might look like in practice:

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• Large paper, floor or easel drawing

• Messy play with tools

• Chunky crayons, chalk, paint sticks

• Vertical surfaces (easels, walls)

• Sand, flour, shaving foam for tracing

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Hippos 2 – 2.5 years - Experimenters

 

Focus: controlled marks & early meaning

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• Produces varied marks (lines, circles, dots)

• Begins to control direction (up/down, circular)

• Names or talks about their marks (“that’s mummy”)

• Begins to imitate simple strokes

• Holds tools with increasing control (digital pronate grip)

• Shows interest in others’ writing

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What it might look like in practice:

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• Mark-making linked to play (cars in paint, outdoor chalking)

• Large paper and smaller tools

• Simple tracing paths and patterns

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Crocodiles 2.5 – 3.5 Years - Focus: control, meaning-making, early symbolic representation

 

• Uses a more controlled grip (emerging tripod grasp)

• Scribbles become more controlled and varied (circles, lines, zig-zags)

• Begins to give meaning to marks consistently

• Draws simple shapes (circles, lines)

• Attempts to copy marks and patterns

• Shows interest in writing-like marks

• May recognise some letters (especially from their name)

• Begins to attempt writing their name (often not recognisable)

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What it might look like:

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• Drawing people (early “tadpole” figures)

• Mark making in role play (lists, signs, tickets)

• Tracing and copying simple shapes

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Zebras 3.5 – 4 Years Focus: early writng, letter formation, purpose and communication

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• Holds pencil with a more refined tripod grip

• Draws recognisable shapes (circle, square, cross)

• Form some letters correctly (oMen from own name first)

• Attempts to write strings of letters or letter-like shapes

• Writes name (may include reversals or inconsistencies)

• Understands that marks carry meaning (writing for a purpose)

• Begins to hear and represent sounds in words (early phonics)

• Copies simple words and familiar labels using phonic knowledge (without correct formation)

• Uses mark making across different areas of play

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What it looks like:

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• Writing labels, captions, simple words

• Drawing with detail (faces, bodies, features)

• Using writing in role play (menus, registers, notes)