Drawings As Messages Unlocking Children's Expression And Creativity
Drawings are more than just scribbles on paper; they are powerful messages through which children express their thoughts, feelings, and understanding of the world around them. As Teixeira (2018) aptly stated, "Drawings are also messages that children try to express." This perspective highlights the crucial role of drawings in early childhood development and education. In this article, we will explore the significance of children's drawings, delving into their developmental stages, the messages they convey, and how educators and parents can foster this essential form of expression.
Understanding the Developmental Stages of Children's Drawings
To truly appreciate the messages embedded in children's drawings, it's essential to understand the developmental stages they progress through. These stages, as outlined by various researchers in child development, provide a framework for interpreting the evolving complexity and meaning in children's artwork.
Stage 1 Scribbling Stage (2-4 years)
The scribbling stage, typically spanning from ages 2 to 4, is the foundational stage of drawing development. At this point, children are primarily focused on the physical act of making marks on a surface. Their scribbles may appear random and chaotic to adults, but they represent a child's exploration of motor skills and the connection between their hand movements and the marks they create. Initially, scribbles are uncontrolled and may consist of simple lines, dots, and curves. As children develop their fine motor skills, their scribbles become more controlled, and they may begin to experiment with different colors and pressures.
It's crucial to recognize that even at this seemingly random stage, children are actively learning and developing. They are discovering the cause-and-effect relationship between their actions and the resulting marks, laying the groundwork for future representational drawing. During this stage, it's essential to provide children with ample opportunities to scribble freely, offering a variety of materials such as crayons, markers, and paper of different sizes and textures. Encouragement and positive reinforcement are key to fostering their confidence and creativity.
Stage 2: Preschematic Stage (4-7 years)
As children progress into the preschematic stage, typically between the ages of 4 and 7, their drawings begin to show the first signs of representation. They start to create basic shapes, such as circles and squares, and may attempt to depict objects and people. However, these early representations are often symbolic rather than realistic. For example, a child might draw a person with a large head and simple lines for the body and limbs. These early representations are not necessarily accurate depictions of reality, but rather reflect the child's understanding and perception of the world.
A key characteristic of this stage is the development of a personal schema, which is a mental concept or template for representing objects. A child's schema for a person might include a circle for the head, lines for the body and limbs, and dots for the eyes. This schema may be repeated in their drawings, with slight variations as their skills and understanding develop. Color choices at this stage are often subjective and emotional rather than realistic. A child might choose to color a tree purple or a person blue, based on their feelings or preferences rather than the actual colors.
Stage 3: Schematic Stage (7-9 years)
The schematic stage, usually occurring between the ages of 7 and 9, marks a significant step towards more realistic representation in children's drawings. At this stage, children develop a more defined schema for representing objects and people, and their drawings become more organized and detailed. They establish a baseline, which is a consistent way of representing the ground or surface in their drawings. This might be a simple line across the bottom of the paper, or a more elaborate depiction of grass or pavement. Objects and figures are then placed in relation to this baseline, creating a sense of spatial organization.
During the schematic stage, children also begin to develop a sense of proportion and perspective, although these may not be fully accurate. They might draw figures that are the correct size relative to each other, or attempt to show depth by overlapping objects. Color choices become more realistic, as children start to use colors that correspond to the actual colors of objects. However, emotional and symbolic color choices may still occur, particularly when children are expressing strong feelings or ideas.
Stage 4: Dawning Realism (9-11 years)
As children enter the stage of dawning realism, typically between the ages of 9 and 11, their drawings become increasingly realistic and detailed. They pay more attention to proportion, perspective, and the accurate representation of objects and people. Children at this stage are more self-critical of their work and may become frustrated if their drawings do not meet their expectations. They may begin to focus on specific details, such as the folds in clothing or the texture of hair, and may use shading and other techniques to create a sense of depth and volume.
During the dawning realism stage, children also become more aware of the conventions of artistic representation. They may start to imitate the styles of artists they admire, or experiment with different techniques and materials. Color choices become even more realistic, and children may use color to create mood and atmosphere in their drawings. Despite their growing skills and awareness, children at this stage may still struggle with certain aspects of realism, such as accurately depicting complex perspective or foreshortening.
Stage 5: Pseudorealistic Stage (11-13 years)
The pseudorealistic stage, usually occurring between the ages of 11 and 13, represents a further refinement of drawing skills and a greater emphasis on realistic representation. At this stage, children are capable of creating drawings that are highly detailed and accurate. They have a strong understanding of proportion, perspective, and shading, and can use these techniques to create a sense of depth and realism in their work. Children at this stage are also more aware of their own artistic style and preferences. They may specialize in certain subjects or techniques, or develop a unique way of expressing themselves through their art.
During the pseudorealistic stage, children may also become more interested in the social aspects of art. They may share their work with others, seek feedback, and compare their drawings to those of their peers. This can be a time of great artistic growth and development, as children refine their skills and develop their individual artistic voices. However, it can also be a challenging time, as children may become more self-conscious about their work and more critical of their own abilities.
Decoding the Messages in Children's Drawings
Each stage of drawing development offers unique insights into a child's cognitive, emotional, and social growth. By carefully observing and interpreting children's drawings, educators and parents can gain valuable information about their thoughts, feelings, and experiences.
Emotional Expression
Drawings often serve as a powerful outlet for emotional expression. Children may use their artwork to communicate feelings that they cannot easily express verbally. Color choices, for instance, can be highly indicative of a child's emotional state. Bright, vibrant colors may suggest happiness and excitement, while dark, muted colors could indicate sadness or anxiety. The size and pressure of lines can also reveal emotions; bold, forceful lines might express anger or frustration, while light, delicate lines could suggest shyness or vulnerability.
The subjects children choose to draw, and the way they depict them, can also provide clues to their emotional world. A drawing of a family, for example, might reveal the child's perceptions of their relationships with family members. Omission of certain figures, or the exaggerated depiction of others, could indicate underlying feelings or conflicts. Similarly, the way a child draws themselves can offer insights into their self-esteem and self-image.
Cognitive Development
Children's drawings also reflect their cognitive development and understanding of the world. As children progress through the stages of drawing development, their ability to represent objects and people accurately increases. The level of detail in their drawings, the use of perspective, and the organization of elements on the page all demonstrate their cognitive growth. Drawings can also reveal a child's understanding of specific concepts and ideas. A drawing of a house, for example, might show the child's understanding of spatial relationships, architectural features, and the function of a home.
Furthermore, the way a child tells a story through their drawings can highlight their narrative skills and ability to sequence events. A series of drawings depicting a sequence of actions, such as a story or event, demonstrates the child's understanding of cause and effect, and their ability to organize their thoughts in a coherent manner.
Social Understanding
Drawings can offer valuable insights into a child's social understanding and interactions. The way children depict relationships and social situations in their drawings can reveal their perceptions of social dynamics, roles, and expectations. A drawing of a group of children playing, for example, might illustrate the child's understanding of cooperation, sharing, and social interaction. The inclusion or exclusion of certain figures, and the way they are positioned in relation to each other, can also provide clues to the child's social relationships and feelings of belonging.
Additionally, children's drawings can reflect their cultural and social experiences. The objects, people, and activities they choose to depict may be influenced by their cultural background, family traditions, and social environment. By examining these elements in their drawings, educators and parents can gain a deeper understanding of the child's social world and cultural identity.
Fostering Creative Expression Through Drawing
Drawing is a fundamental form of expression that plays a crucial role in a child's overall development. By providing children with opportunities to draw, and by encouraging their artistic exploration, educators and parents can foster their creativity, emotional well-being, and cognitive growth.
Providing a Supportive Environment
Creating a supportive and encouraging environment is essential for fostering children's creative expression. Children should feel safe to experiment, make mistakes, and express themselves freely without fear of judgment. Praising their efforts and the unique qualities of their artwork, rather than focusing on perfection or realism, can help build their confidence and encourage them to continue drawing. Providing a variety of art materials, such as different types of paper, crayons, markers, paints, and pencils, can also stimulate their creativity and allow them to explore different techniques and styles.
Encouraging Process Over Product
It's important to emphasize the process of drawing rather than the final product. Focus on the child's exploration, experimentation, and self-expression, rather than judging the aesthetic quality of their artwork. Ask open-ended questions about their drawings, such as "Tell me about your picture," or "What are you trying to show?" This encourages children to reflect on their work and communicate their ideas and feelings. Avoid imposing your own interpretations or expectations on their drawings, and instead, try to understand their perspective and intentions.
Integrating Drawing into Learning
Drawing can be effectively integrated into various learning activities across different subjects. It can be used as a tool for visual note-taking, brainstorming ideas, and representing concepts. For example, children can draw diagrams, maps, or illustrations to enhance their understanding of science, history, or geography. They can also use drawing to express their responses to literature, create storyboards for narratives, or design solutions to problems. By integrating drawing into the curriculum, educators can provide children with opportunities to develop their artistic skills while reinforcing their learning in other areas.
Displaying and Celebrating Artwork
Displaying children's artwork is a powerful way to show them that their creations are valued and appreciated. Creating a gallery of their drawings at home or in the classroom can boost their self-esteem and encourage them to continue drawing. Organize art exhibitions or sharing sessions where children can showcase their work and talk about their creative process. Celebrating their artistic achievements, both big and small, can foster a sense of pride and accomplishment.
Conclusion
Drawings are indeed powerful messages that children use to communicate their thoughts, feelings, and understanding of the world. By understanding the developmental stages of children's drawings and learning to interpret the messages they convey, educators and parents can gain valuable insights into a child's inner world. By fostering a supportive environment, encouraging creative expression, and integrating drawing into learning, we can empower children to use this essential form of communication to express themselves, explore their world, and develop their full potential. Let's embrace the vibrant and meaningful world of children's drawings and celebrate the unique messages they share with us.