Child's Drawing and its psychological meaning.

1-Evolution of child's drawing (from doodles to the human shape.)
a) Doodles
b) From doodles to the first shapes
c) The lines begin to take shape.
d) The detail increases
e) The human shape is outlined
f) The shapes are consolidated
g) The caracter in situation

2-Aspects to bear in mind when evaluating at this first stage
3-The drawing from 5 years old.
4-Pychological traits and their expression in the drawing
5-Some examples of free drawing

The first doodle (not always done on paper), is the first graphic expression of what would later be lines that will gradually taking shape and content. They are the precursors of something more important that will come next: drawing and writing.
These first "drawings" are usually done from the year and a half. Obviously, they do not have any intention or ability to represent shapes, figures or objects. They can, from a psychological point of view, allow us to explore some early details of their emotions and temperament that will be explained later.
Their first contacts with a pencil and a sheet of paper will be a way to explore and it will be highly conditioned by the obvious limitations of their ability and visual-motor maturation.
Same as other aspects of learning, every child is different and will follow its own process and cycle. Some children can acquire certain skills earlier than others. At least at this age, this is not an unequivocal sign of delay or less capacity in the future. However, it is always positive to boost, motivate and accompany the child in any learning process and be aware of any problems that might arise.

From the second year, the child is able to go shaping doodles. It is no longer just about disjointed lines but jointed lines and contoured shapes. They may be the first attempts to represent real-world objects . Obviously, the level of maturity does not allow the definition of shapes yet. Usually, they also start to experiment with different colours. At this stage we can distinguish some features of the child's temperament as noted below .

We are now at the stage of approximately 2.5 years old. The child is able to draw circles combined with lines to create new shapes .These shapes are drawings that already have some resemblance to objects and human shapes but without enough details to fully identify them.

When the child is three years old, objects or human shapes may appear . The drawing may already have a clear intention to communicate situations , characters and emotions. These shapes outline and we can recognize in them the first illustration of the human shape. They are humanoids with only legs and head. Other objects of interest to the child may also be subject to translation into the paper ( bus, car , house, etc. ) .

The child is usually able to draw a vertical line at one year and a half ; the horizontal line and the circles will appear at two years old; the cross comes at the three ; the square at and rhombus at seven years old.

Between three and four yearsold, the child refines its drawings. The human shape evolves from a simple humanoid with legs and head to a fuller shape that has already got a body and arms. The head is often big and also appears with really big eyes. When the child is detail-oriented, hair is also incorporated as one more element.

We are already iat the five years old stage. The different cognitive structures have matured and drawing is a facet in which the child has progressed. Now the human shape is perfectly identifiable and it has got most of the main elements : head , body and upper and lower extremities . Eyes and mouth can be observed on the face. The nose and ears usually take a little longer. The presence of hair is also common . Besides, other important aspect appears: differentiation. When several human shapes are drawn, the child is able to draw in each different features (larger, smaller, hair , hairless , sociable, with an object in hand, etc. ). This detail is important because it is a symptom of creativity and ability to observe the environment .

From the five to six years old, the drawing is consolidated . Each child on their own way and with their own skills. However , the drawing will maintain a common element in all children : The ability to be a communication platform , a showcase where they will show us a mosaic of sensations and emotions , that is, their inner These drawnings will not always be so clear but they should be interpreted cautiously in the peculiar and nontransferable key of each child.
Now , people and objects interact within the paper and the child can translate them not only as individual shapes but as part of a performance of a particular situation.

From the very beginning of the doodle, we can analyze different aspects , although , when the drawing takes a special relevance in the assessment is from 4 to 5 years old, at which it is established . Here are some of the elements that may be susceptible to monitoring and evaluation at the early stages of the child are exposed.

a) The way that takes the pencils.
If the child takes the pencils in a calmly and strongly way its line will probably still clumsy but if it takes it forcibly it can be an indicator of stress. It is advisable that you indicate how they should take them quietly, but lit is also important leaving some freedom in their first encounters with the paper to go experiencing.
b) The way of look and attitude.
Does the child enjoy the activity? Does the child ask for the pencils?
We must check if the child is aware of what doing staring at the paper or it is just heedlees of what it is drawning. In the latter case we should try to correct that behaviour and try the child to pay visually attention to what it is doing. In that moment If the child is not motivated to draw better leave it for another time. Do not force it.
A natural inclination towards drawing is a good indicator of the ability to further learning.
c) The space occupied.
The space the child occupies on paper may give us some clues. Generally occupy the entire space is associated with confidence, security, keen to explore the environment, etc. When the space that is occupied is reduced to a particular area or doodles are small would be interpreted in the opposite direction, ie, shyness, withdrawal, introversion.
d) The pencil line.
A strong, secure and stable by making pencil line can mean ease of movement, keen to explore, to experiment, willingness to play, to learn, etc. If the line is made with excess pressure or velocity can be an indicator of impulsivity or lack of control.
e) Shapes
In general, children begin drawing straight lines to gradually incorporate the wavy shapes. Once the doodle stage has passed, when the children start to acquire some drawning skills, the long straight lines drawn from corner to corner of the paper, especially the upstream, can be an indicative of certain aggressiveness outwards or lack of impulse control. By contrast, the prevalence of wavy or rounded shaped are typical of children with greater control over themselves and perhaps more emotional complicity with attachment figures.
f) Their favourite colours.

As we have seen , after the first stage , Not only doodles have gradually transformed into a shaped , colored and communicative intention drawings that reflect the maturity changes, but also into the particular way children see and live their world . These drawings are the representation of their subjective universe.
However, the drawing becomes a useful tool in psychological assessment of children when they are, at least, five years old. Asking them a few simple questions about what they have drawn provides valuable information without force them so we can help them to speak in a free way and to live everything in a very natural way.

The following text frame shows a summary of some psychological traits and their expression on the paper. This exhibition aims to be approximate. In any case, should not be interpreted assotiation of certain characteristics with the evidence of behaviors or emotional patterns . The presented data are due to statistical probabilities. These are only clues that can guide you to a more objective and specialized assessment in areas which are considered relevant.

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Last updated on diumenge, 20 març de 2016 at 1:23:26 .

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