Mark Making Exploration
To develop early mark-making through exploration of different media.
- Framework: EYFS
- Unit: EYFS Literacy
- Learning area: Literacy
- Level: EYFS Birth-2
Objectives
- Makes marks on paper
- Explores different materials
- Shows interest in mark-making
- Uses whole arm movements
Materials
- Edible finger paint
- Taste-safe playdough
- Large paper
- Sensory trays for mark-making
Instructions
Use only taste-safe materials with babies and young toddlers—they will put hands in mouths. Edible paint made from yoghurt with food colouring works beautifully, as does cooked cornflour mixed with food colouring, puréed vegetables, or commercial edible paints.
Cover a large area of floor or low table with wipeable material and tape down large paper (A2 or bigger) so it won't move during enthusiastic exploration. Dress babies in messy-play clothes or just a nappy if the room is warm enough. Keep wipes nearby for afterwards.
Let babies see you put paint on the paper first. Make marks yourself with your fingers: 'Look! I'm making marks. Swish, swish!' Show genuine interest and curiosity in the materials—your enthusiasm is catching.
Gently guide their hands to touch the paint if they seem hesitant, but never force. Say 'It's squishy! Cold! Let's see what happens when we move our fingers.' Some babies need time to observe you exploring before they feel ready to join in themselves.
As babies make marks, give language to what they're doing: 'You made a line! Swish, swish across the paper.' 'Look at those dots! Pat, pat, pat.' 'A big swoosh with your whole hand!' This commentary links their actions to descriptive language.
Babies often use their whole arm, not just fingers—celebrate this: 'Big arm movements! The paint is going everywhere!' They might also want to use feet—if it's safe and you're prepared, why not let them?
Respect individual preferences. Some babies adore messy play whilst others are uncomfortable with textures on their hands. Never force a reluctant child. Offer a brush or sponge as an alternative, or try dry materials like chalk on pavement which might suit them better.
Value the process rather than expecting recognisable pictures—this is purely about sensory exploration and mark-making. Photograph the process as well as the finished marks. Display children's work, even if it's just smears, with their name: 'Aria's marks!'