Abstract
Children's drawings are researched and theorized for many reasons and through a variety of methods. The results present a variety of ways in which children's drawing is understood. This paper challenges the time-honored order of things in producing knowledge of children's drawing by rejecting the belief that a theory of children's drawing must be extrapolated from a theory of drawings made by children. It argues that conditions apply to thinking about children's drawing as an entity in its own right that cannot be satisfied through explaining or understanding the drawings it produces and that the only satisfactory way to accommodate all the conditions pertinent to knowing children's drawing is to accept that it exists as social practice.
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