Child art
From Academic Kids Online Encyclopedia
Child art is the drawings, paintings and other artistic works created by children, generally under the age of 12.
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Stages of child art
As the child develops, their art passes through a number of stages. It is thought that all children pass through these stages.
Scribbling
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From about their first birthday children achieve the fine motor control to handle a crayon. At first they scribble. The youngest child scribbles with a series of left and right motions, later up down and then circular motions are added. The child appears to get considerable pleasure from watching the line or the colours appear. Children are often also interested in body painting and, given the opportunity will draw on their hands or smear paint on their faces.
Later, from about their second birthday, controlled scribbling starts. Children's produce patterns of simple shapes: circles, crosses and star-bursts. Children also become interested in arrangement and can produce simple collages of coloured paper, or place stones in patterns.
Pre-symbolism
From about age three, the child begins to combine circles and lines to make simple figures. At first, people are drawn without a body and with arms emerging directly from the head. The eyes are often drawn large, filling up most of the face, and hands and feet are omitted. At this stage it may be impossible to identify the subject of the art without the child's help. However children enjoy naming their marks.
Later drawings from this stage show figures drawn floating in space and sized to reflect the child's view of their importance. Most children at this age are not concerned with producing a realistic picture.
At first most children draw figures. Later other important things in their life are also drawn. The development of fixed patterns for elements of their life leads to the next stage of development.
Symbolism
In this stage of a child's development, they create a vocabulary of images. Thus when a child draw a picture of a dog, they will always draw the same basic image, perhaps modified (this cat has stripes that one has dots, for example). This stage of drawing begins at around age five. The basic shapes are called symbols or schema
Each child develops their own set of symbols, which are based on their understanding of what is being drawn rather than on observation. Each child's symbols are therefore unique to the child. By this age, most children develop a "person" symbol which has properly defined head, trunk and limbs which are roughly in proportion.
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Before this stage the objects that child would draw would appear to float in space, but at about five to six years old the child introduces a baseline with which to organize their space. This baseline is often a green line (representing grass) at the bottom of the paper. The figure stand on this line. Slightly older children may also add secondary baselines for background objects and a skyline to hold the sun and clouds
It is at this stage that cultural influences become more important. Children not only draw from life, but also copy images in their surroundings. They may draw copies of cartoons. Children also become more aware of the story-telling possibilities in a picture. The earliest understanding of a more representation of space, such as using perspective, usually come from copying.
Realism
As children mature they begin to find their symbols limiting. They realize that their schema for a person is not flexible enough, and just doesn't look like the real thing. At this stage, which begins at nine or ten years old, the child will lend greater importance to whether the drawing looks like the object being drawn.
This can be a frustrating time for some children, as their aspirations outstrip their abilities and knowledge. Some children give up on drawing almost entirely. However others become skilled, and it is at this stage that formal artistic training can benefit the child most.
The baseline is dropped and the child can learn to use rules such as perspective to organize space better. Story-telling also become more refined and children will start to use formal devices such as the comic strip.
Therapeutic
Art therapy can be an effective way for children to develop and connect with their emotions. Some children with autism have found that drawing can help them to express feelings that they have difficulty expressing otherwise. Similarly children who have faced horrors such as war can find it difficult to talk about what they have experienced directly. Art can help children come to terms with their emotions in these situations.
External links
Young in art: An illustrated account of children's artistic development. (http://www.arts.ufl.edu/art/rt_room/teach/young_in_art/)
