Child Drawing

The same child at different times, and different children in the same moment, use representation "models" that are globally identical but structurally differentiated. From the age of four we witness an important phase in social adaptation of children since they are particularly receptive and ready to record everything that surrounds them, in an interpretation that already shows some signs of critical appraisal. Through the observation child creates awareness of shapes, their idols and symbols, figuring the father, mother, other family members and friends, animals and objects that impress strongly her. But is often the representation she makes itself that prevails in her drawings. The graphic expression takes on greater intentionality. All impulses, reactions, emotions and thoughts are transmitted to drawings that the child performs, which become remarkably figurative. She repeatedly represents people, houses and roads, animals, trees, cars, stars, among other forms observed and internalized. This process stresses up till five years old. Around six years child begins to improve graphical representation, specifying the line and adjusting it better to the chosen theme. Early in the preschematic period child develops awareness of his body, which shall draw often differing parts of the same. It is the beginning of an organized mental process through new concepts and representative symbols. The design is now a form of communication, of significance. Only after four years the artistic events are no longer simple physical knowledge activities to be both social-affective relationship activities. For understanding children's graphical expression is necessary to know the formal elements that constitute it. The line may be considered the basic element of the graphical language, since which allows the hint of forms, shapes, volumes, textures, movements. According to the words of the Swiss painter Paul Klee, designing is "taking a line for a walk". The line is the same for all children, the tour is that it can be different. The differentiation in the representation of the human figure will have a double meaning: Vertical, since it corresponds to the natural development intention and representative capacity for each child, and the horizontal, in that each child uses its own process and therefore distinct.