Abstract
The study of children's drawings is well established within developmental psychology and has been an area of interest since the nineteenth century (Coates and Coates 2006). Traditionally, this body of research uses experimental methods to identify and map out key developmental milestones in children's drawing development. Research in this area aims to give a comprehensive insight into drawing development by proposing a general stage theory (Luquet 1927, 2001) and addressing specific aspects of drawing such as the representation of the human figure (Cox 1993). The focus on drawing in most developmental research, however, provides a narrow presentation of artistic expression; children create artwork using diverse media such as paints, pastels, clay and collage. Furthermore, the use of primarily experimental methods means research into the wider social, cultural and educational contexts which shape the creation and interpretation of children's artwork (other than drawing) has been marginalised.
Published Version
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