Preface

This essay is rooted in the practical experiences and therapeutic insights gained from working with children and youth at Verus Bonifaitus Klinik, where art therapy has played a transformative role in emotional and developmental support. Over the years, our clinicians and therapists have observed that children's drawings are far more than simple visual expressions—they are profound reflections of internal experiences, personal identity, and social understanding.

Through structured observation and therapeutic engagement, we have come to appreciate how each line, colour, and form offers a glimpse into the inner world of a child. These drawings are not just artworks; they are narratives, often created without words, that allow children to explore and communicate their thoughts and emotions in a safe and meaningful way.

This essay synthesises clinical observations, developmental theory, and art therapy practice to provide a clear overview of the stages of visual language development in children and adolescents. Our goal is to help parents, educators, mental health professionals, and caregivers better understand the significance of children’s art—not as something to be judged, but as something to be truly appreciated and listened to.

It is our hope that this work encourages a deeper appreciation for the creative expressions of children and opens new avenues for supportive dialogue, healing, and growth.

Verus Bonifatius Klinik

Research Team: Anete Eglite, Carolina Bosco, Christabell Madondo

Supervised by: Prof. Dr. Ying Zhang, Dr. med. Thorsten Roland

Received:  Sept 22. 2025

Revision version:  Oct. 2, 2025

Published:  Oct. 5. 2025

<Singularity Academy Frontier Review>

Children’s drawings offer a unique window into their emotional, cognitive, and social development. Through art, they process and make sense of their experiences, using lines, shapes, and colours to navigate the world around them. Drawing becomes not just a creative outlet but a meaningful form of visual language that evolves as the child grows. As children move from uncontrolled scribbles to structured depictions, their art reflects an increasing internal confidence and emotional depth. Cultural influences, family relationships, and social environments all shape the content and meaning behind their artwork.

This essay explores the development of children’s visual language through four general stages:

• Scribbling phase (1–2.5 years)

• Schema phase (2.5–6 years)

• Geometric phase (4.5–6 years)

• Puberty and early adolescence (12–18 years)

It is important to recognize that these age ranges serve as general guidelines. Each child develops at their own pace, influenced by temperament, environment, and personal experiences.

The Scribbling Phase (1–2.5 years)

In the earliest phase, children explore drawing through spontaneous, freehand movements such as striking, hammering, and swiping with a pencil or crayon. At this age, the paper is not yet seen as a surface for creating images but as a space to play with motion, color, and texture. Children are often more engaged with the physical sensations of movement than with the marks they produce.

This stage is deeply embodied. Research by Farokhi and Hashemi (2011) suggests that early scribbles can reflect both the child’s current emotional state and even early bodily memories, such as the sensations experienced in the womb. For instance, circular scribbles may symbolize a sense of physical containment, while rocking patterns could echo soothing motions from infancy. Around 2.5 years of age, children begin to assign meaning to their marks, even if their pictures do not visually resemble what they describe. This signals the beginning of symbolic thought and personal expression.

The Schema Phase (2.5–6 years)

As children develop more control over their motor skills, their drawings begin to form organized shapes known as "schemata." These include circles, lines, zigzags, and ovals that are drawn with intention. A particularly significant development in this phase is the creation of the “I-circle,” which often represents the child’s own body or identity. This simple shape—often a circle with lines—evolves into the classic "head-foot" figure.

Children in this phase are deeply connected to what they draw. For example, when drawing a plane, a child may imagine being the plane, rather than just operating it. This stage reflects the growing awareness of self and the connection between one’s body, identity, and surroundings. Drawing becomes a powerful form of expression, allowing children to externalize their emotions and bodily experiences in visual form.

The Geometric Phase (4.5–6 years)

In the geometric phase, children's drawings begin to show greater structure and symbolic meaning. They may start incorporating more realistic forms and attempting to represent three-dimensional or internal elements—such as in "X-ray" drawings that show the inside of a body. These drawings reflect a growing curiosity about how things work, as well as an emerging ability to think abstractly.

During this stage, children also begin to integrate text, such as names or letters, into their drawings, signaling the development of literacy and self-identity. They make conscious choices about what to include and how large or small to draw objects, often assigning size based on emotional significance. However, as they approach age 11, children may experience a gap between their vision and ability. The growing awareness of this mismatch can lead to frustration and a temporary drop in creative expression.

Puberty and Early Adolescence (12–18 years)

In adolescence, drawings often become more introspective, focusing on themes of identity, independence, and personal reflection. This developmental period is marked by increasing emotional complexity, and artwork often reflects the challenges of self-discovery and social belonging.

Symbolic elements like horizons and islands appear frequently. The horizon may represent the boundary between the known and the unknown—an image of the adolescent’s search for future direction. The island, on the other hand, may symbolize a private space for retreat and emotional safety. The color black is also used more frequently, often as an expression of emotional distance or a desire for personal boundaries. These visual symbols mirror the inner processes of growing self-awareness and emotional depth.

Understanding and Supporting Children’s Drawings

Rather than judging children’s drawings based on adult standards of "good" or "bad," it is essential to view them as personal narratives. Each drawing offers a glimpse into the child’s inner world. Observing how a child selects colors, holds the pencil, or moves it across the page can reveal much about their emotional state at that moment.

Common motifs such as suns, families, or houses should not be taken at face value. Their meaning varies greatly between individuals and should be explored through gentle inquiry. Asking open-ended questions like, “Can you tell me more about your picture?” or “Who lives in this house?” not only fosters communication but affirms the child's experience. In this way, we acknowledge the child as the expert of their own art.

Conclusion

Children’s drawings serve as more than creative play—they are tools for emotional processing, cognitive development, and identity formation. From the joyful freedom of early scribbles to the symbolic depth of adolescent imagery, each stage of visual language reveals the evolving mind of the child. To fully appreciate this journey, we must listen with curiosity, respond with empathy, and support children as they express their world through pictures.

References

Burkitt, E. (2004). Drawing conclusions from children's art. The Psychologist, 17(10), 566–568.

Farokhi, Masoumeh & Hashemi, Masoud. (2011). The Analysis of Children's Drawings: Social, Emotional, Physical, and Psychological aspects. Procedia - Social and Behavioural Sciences. 30, 2219-2224.

Quagli, Rocco & Longobardi, Claudio & Iotti, Nathalie & Prino, Laura. (2015). A new theory on children’s drawings: Analyzing the role of emotion and movement in graphical development. Infant Behavior and Development. 39, 81-91.

Citation: Zhang, Y., Roland, T., Eglite, A., Bosco, C., Madondo, C. Drawing as a Window: Understanding Child Development Through Art, Singularity Academy Frontier Review, #20251005