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Name: A. Age: 3 years and 5 months 

Date: March 15, 2022
Setting: We were at the creative art table where the materials were paper and markers.

Process
I prepared the environment by doing the activity at the creative art table which had a
child-sized chair and table. The area also had white card stock paper and art supplies of a
variety. I told the other girl to “draw a person on her paper.” She drew her family but wanted to
take it home to her mother and show what she drew. A. heard me ask the other child to draw a
person and said that she would like to draw a person too. A. then goes over to the shelves with
all of our art supplies and grabbed a purple marker as I gave her a white unlined sheet of paper.
She held the marker in the palmar grip which is when she held the marker “in the palm…
between the thumb and forefinger” (Versfeld, 2012). She drew her first couple of scribbles and
stated that it was a person. She then drew the rest of her drawing on the paper. Then as I was
focused on the girl, I thought I was going to receive the drawing from and talking about her
drawing, a child came up and wanted to draw too. He accidentally drew on A.’s drawing and A.
screamed and then tried to draw on him with the marker. The child spent about five to ten
minutes before the other child drew on her paper and after the fight, A. didn’t want to draw
anymore. 

Product
Rhoda Kellogg, a psychologist who spent many years with children, believed that what
children drew reflected on their development and mental growth. During her study, of the child’s
drawings, she identified some similar patterns between the drawings which began with simple
scribbles. According to Rhoda Kellogg, these “basic scribbles are twenty kinds of markings that
are made by…younger children” (Kellogg, 1969, pg. 14). The child’s drawing, that I asked to
draw a person, has some of these scribble markings that Kellogg identified. In the drawing with
the labels, scribble one displays zigzag or waving lines that are also seen in other parts of her
drawing. Scribble two is a multiple-line overlaid circle, and scribble three is a multiple-line
circumference circle. Scribble four consists of dots, and scribble five is roving enclosed lines.
According to Kellogg, scribble six is an imperfect circle but is not enclosed, and scribble seven
is a single cursed line (Kellogg, 1969, 15).  

Interpretation
Victor Lowenfeld, a professor of art education at a university, defined the art education of
children’s drawings. He viewed children’s drawings and identified the stages of growth of
children’s art which included scribble, pre schematic, schematic, dawning realism/gang age,
pseudorealistic/age of reasoning, and period of decision/crisis of adolescence (Efland 2020).
This child is beginning with the stage, Scribbling Stage, which is when they make random marks
on the paper and “usually lasts from two to four years of age” (Lowenfeld & Britain, 1987, pg.
38). This child is three years and five months, so according to Lowenfeld, this drawing age is
appropriate for this child. This child is also the oldest and the only child and doesn’t get a lot of
opportunities to draw at home. This could impact her drawing as the more “opportunities to draw
and encouragement…[could] speed up development” (Lowenfeld & Britain, 1987, pg. 38). This
could provide a clue to her development as she is at the beginning phase of Lowenfeld’s stages
of art and as she develops intelligently, cognitively, emotionally, etc. her drawings would
progress to the pre-schematic stage and then to other stages. 
 Reference

Efland, A. D. (2020). Viktor Lowenfeld (1903–1960) - Early Career and Influences,

Lowenfeld’s American Career, Influence on Art Education. Stateuniversity.com. 
Kellogg, R. (1969). Analyzing children’s art. Palo Alto, CA: Mayfield Publishing.
Versfeld, P. (2012). Pencil grasp pattern/grip and finger movements: what is really important?
SkillsforActions.
Viktor Lowenfeld, & W Lambert Brittain. (1987). Creative and mental growth. Collier Books.
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