From the very first mark that a child makes on a piece of
paper parents are already trying to guess what the child is trying to draw. As
with any milestone, parents will immediately shower the child with compliments
about what they have put on paper. From the child’s perspective, what they
enjoy more is the process. When a child is beginning to draw they are not
trying to make a representation of something that they saw. Instead, what they
put on paper is known as scribbles. Beyond the joy that having some artwork
made by a child can be for parents, the act of scribbling is the beginning of a
new stage of development where the child begins to control their fine motor
skills.
At the beginning, usually around two years of age, a child’s
scribbles may resemble random sporadic marks. In fact at first a child may not
look at the paper or even seem to realize that they are making any marks at
all. This is normal for a child who has still not begun to develop their fine
motor skills and there is no need to try to rush them. At this stage parents
should be patient while the child learns the feeling of the materials such as
the softness of the crayon and the smoothness of the paper. Soon the child will
also begin to notice that the marks that are left on the paper are a result of
the materials. This can only happen when the parents allow the child the
freedom to move their hand back and fourth on the paper and observe what they
are doing. At no point during this stage is it essential that they draw a stick
figure.
In the same way that a child begins to discover their limbs
as part of their body that they have control over, they will similarly begin to
recognize their ability to move and control objects. This is reflected as they
become more focused on their scribbles. When they are ready, a child will
discover that the motion of their arms has some relation with what they are
seeing on the paper. This will bring them the joy of realizing a new extent of
control that they have. The will express this joy through repeating the same
movements, trying to make the same kind of mark or making bigger ones.
Considering how fine motor skills are necessary for a child to hold a crayon,
to press down with it on paper, to keep the paper steady and then to try to
make it do what they want, it is important to allow them the time they need. At
this stage they are developing their hand-eye coordination as well as their
visual control. For this reason it is important to give them the freedom to
repeat as many times as they need without intervening with new materials or
drawing lessons.
Recognizing how scribbling reflects the growing
understanding of a child’s control over their body, parents can play a role in
facilitating the process. Parents should stay away from directing the child’s
hands or correcting their drawings at any stage. This gives the child the
opportunity to let their skills develop naturally at their pace. It is
important to have very clear that, in the early stages, scribbles are more a
representation of a child’s control over their body and not yet an artistic
expression of emotion. Parents should avoid confusing the child by ascribing
qualitative values to the drawings themselves. Doing so would be similar to
praising a child for the symmetry of a half eaten carrot when they are done
eating. Instead of waiting for the child to “finish” a drawing, parents should
focus on being present during the process through passive interaction. This
will demonstrate their support and interest in the child’s well being and will
create a trusting environment for the child.
Many parents will try to teach their children how to draw
simple things such as people, the sun or animals. At the earliest stages,
considering that a child has very little understanding of what “things,” are.
Carrying out drawing lessons is, at the very least, dismissive to the child’s
development. As a child begins to master control of their fine motor skills and
gains better control over the materials as well, they will begin to try to draw
things meant to represent what they see in real life. Almost as if to protect a
child’s natural creativity, parents should avoid instructing them how to draw
things by doing demonstrations or referring them to other drawings or pictures.
Such comparison and unreasonable expectations will only create frustration for
a child who will lose the initiative to interpret what they are seeing for
themselves and will only be concerned with how much their drawing looks like
what it should look like. Though many
children will demand an example or help, parents should always encourage a
child to draw what they want to draw how they want to draw it. So long as the
parent is present, demonstrating their full interest in seeing the child do
their drawing, the child will eventually stop insisting and focus on their
drawing. At around 3 or 4 years of age, when children begin to want to tie
their shoes or button themselves, they will begin to insist that they can draw
things by themselves too.
"Giving a child the opportunity to struggle trying to draw a giraffe or a person is one of the first exercises they will get in problem solving."
It is critical not to lose sight of the importance of each
stage of scribbling and drawing. Just as important as it is in the early stages
to let a child become familiar with themselves and their materials, at the
later stage it is equally important to have patience. Giving a child the
opportunity to struggle trying to draw a giraffe or a person is one of the
first exercises they will get in problem solving. This struggle will help build
a foundation of problem solving skills that they will require as they grow up.
It is also important to keep in mind the level of the child’s
development when considering what kind of materials to give them. Here the
emphasis should be put on the process. Many parents start off with either
coloring books or finger paint. In the case of coloring books, how can parents
expect a child to color within lines if they haven’t even had the opportunity
to draw one for themselves? In the case of finger painting a child will need to
learn what paint is, they will need to learn to use it with their fingers,
which requires them to know what fingers are, they will need to learn where it
is okay and not okay to get the paint… all of this they will have to learn
before they can attempt a scribble. Some parents will value finger paint as
“messy baby makeup” for an excuse to take a cute picture. The child, on the
other hand, will have no way of stopping this level of disrespect that is not
benefiting them in any way. For these reasons, the best materials to use for
drawing on paper are a few crayons (without the paper wrapping). Children can
also be encouraged when they scribble on sand or other age appropriate
materials.
Of course, considering all the information out there, and
the realities of the demands of parenting, it is important for parent sot keep
in mind that it is never too late to modify attitudes, schedules and routines
to the benefit of a child. In the case of scribbling and drawing the most
important thing a parent can do is to patiently offer support in a place where
the child is free and safe to move around without concerns over what they can
or cannot touch etc. When a child has finished their work, parents should
involve the child in the process of storing or sharing what they have done,
this will let the child know that what they do is respected and will model for
them how to respect the work of other.
References:
Lowenfeld V, Brittain WL, Creative and Mental Growth. 5th
ed. New York, NY:
The Macmillan Company; 1970.
Levick M, See What I’m Saying: What Children Tell us
Through their art. Dubuque, IA: Islewest
Publishing; 1998
Winner E, Invented Worlds. Cambridge, Mass: Harvard university Press; 1982
Thank you Magda for this information. The last two weeks I´ve offered an art center to toddles at our play group center and your article gave me the opportunity to talk with parents about the importance of supporting young children scribbles and understanding how they are more related to their gross motor development rather than to the adults need to see a drawing or intentional representation of the world.
ReplyDeleteFernanda, I am very excited and honored that you could use this information in your classes. Thank you very much again for the support.
ReplyDelete- Magdalena
Magdalena, Thank you for sharing your knowledge about the important role that scribbling plays in fine motor skill development. I am particularly impressed with your thoughts on the "messy baby makeup" and the need to remain focused upon the child's freedom to explore what their bodies can do. I will definitely share this information with my clients, their parents and in future presentations that I give on scribbling and handwriting. Thanks again!
ReplyDeleteKatherine, Thank you very much for reading and commenting on my blog I appreciate it. Thank you for commenting. I look forward to reading more from your site it is a very good resource for information about handwriting.
ReplyDelete-Magdalena
This is such a nice post I must say! It’s a moment of pride for children starts scribbling and the next step that parents think about is getting the child enroll in the one of the best preschool. As a parent, this has happened to me a couple of times, so I know how it feels like to see a child scribble.
ReplyDeleteI constantly like to read a top quality content having accurate info pertaining to the subject and the exact same thing I found in this article. Nice job.
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