The graffiti period (1. 5-3. 5 years)
Young children aged over one year prefer to paint everywhere, with pens on paper, walls, furniture, clothing, without purpose, and lines, when the graffiti of young children appears. Painting is an individual's first drawing exercise, but seems more like a happy operational game for young children. In the graffiti game, young children enjoy the joy and the fruits of graffiti — lines and colours. Painting is a preparatory stage for the painting of young children and an active learning activity. The following four levels are generally thought to be present for young children:
(i) undivisive graffiti (1. 5-2 years)
This stage is the first stage of graffiti and the initial stage in which young children pick up their brushes, which is also referred to as a “spoiled line”. Scattered lines are the first doodle lines for young children. They are undivided doodles, in the form of five fingers scratches, arms movements, drawing random spots and irregular lines with no direction。
(ii) control of graffiti (2 - 2. 5 years)
Control graffiti is also called a “single line”. During this period, with the development of skills for hand-eye coordination and control over pens, young children have been able to draw repetitive, directional (e. G. Top-down, left-hand) lines, mainly to experience the rhythm of repetitive actions。
(iii) round crows (2. 5-3 years)
Circle graffiti is also known as a “round line”. Circle lines represent a relatively high level of graffiti. The significance of this period is that the lines are beginning to be closed into graphics, and young children try to express everything in circles of size and size. When young children move from large, tumultuous moves to more subtle moves to small ones, this means that the development of their graffiti is approaching the stage of naming graffiti。
(iv) named graffiti (3-3. 5 years)
In the course of their continuous painting, young children take a name for the graffiti they paint, and explain and explain themselves in a self-speech manner, while murmuring the name of the object to be painted, gradually combining graphics with lines, occasionally recognizing certain shapes, discovering that it is similar to something in their experience. This is a critical period for young children to display a tendency to communicate with others through painting。
Ii. Symbolic period (3. 5-5 years)
The symbolic period is a transitional period from graffiti to image. Young children are beginning to express themselves in very simple graphics and lines, and gradually express what they want to do, which is the main symbol of the level of painting of young children. The characteristics of the painting of young children during this period are as follows:
(i) concept
At this stage, the painting of young children is often written and conceived. “one size fits all” is a prominent feature of young children's conception at this stage. When a young child started to say that he wanted to draw the sun, the sun was much more bright, and he said that he wanted to draw the ball, and finally he lit his eyes on it and told the teacher that he had painted a little hedgehog。
(ii) modelling
The psychological symbols of young children at this stage are intuitively controlled, so most of them are intuitively depicted with simple geometric combinations, symbols, and a rough image of the object, which is meaningless from the whole. Young children prefer to use one circle to represent their heads, draw two black dots within the circle to indicate their eyes, and end up under the circle with a single line to indicate their hands and feet. This is the unique figure that symbolizes the small size of the young child's head, which we call the “turkish man”. As a result, rough and incomplete representation, missing some features and a lack of a sense of holisticism are the main features that symbolize the painting of young children。
(iii) structure
The spatial expression most commonly used by young children at this time is to list each image on the screen, each image being independent, unordered and not concerned with the size of the image, but also to some extent to feel the theme that young children are about to express。
(iv) instances
The early stages of young children's work do not reveal the activities of people or animals, and the images are of individuals who are independent and who have not changed significantly. As young children develop their individual capacity for social interaction and their ability to paint and express themselves, individuals or animals can be found in their work alone. However, there is still no link between the subject and the subject, as shown in the picture。
(v) colouring
During this period, the colours are more attractive to young children than to plastics. More than 60 per cent of young children have poor colour control, unconsciously use colours and use fewer colours, with more than half using one to six colours. When choosing a colour, young children mostly choose a painting that is pure, bright and bright, and they like it, and often uses only one colour and does not change colour. In the colouring process, young children prefer to draw lines directly with colour pens, and lack patience and corresponding skills in the colouring, so they are coloured in an uneven and incoherent manner。
Iii. Image period (5-7 years)
Young children around the age of four or five are beginning to enter an image period, and they are beginning to use the available graphics and lines to express their experiences and aspirations in a purposeful and conscious manner. During this period, the level of painting by young children has developed considerably, with strong subjective orientation and imagination in the drawings, and has begun to focus on the details, using their distinctive ways of thinking and expression. The characteristics of the painting of young children during this period are as follows:
(i) concept
The young children of this period have reached the stage of pre-conceivedness, ranging from an unimagined doodle period, a symbolic side-drive to an image period, a qualitative overflight. Before drawing, young children tell their teachers what they want to draw, and then, as they say, paint, after which they are able to speak in full and express their thoughts and reasons。
(ii) modelling
During this period, young children are able to present the overall image of the object with more fluid, skilled lines, which tend to complicate the image formation. They try to express in some detail the characteristics of things, which are well structured and in which the relationship between the parts is essentially correct. As in the case of young children during this period, the characters are more complete, with a body full of five, arms divided into arms and hands and even fingers. Young children also express the gender, age, occupational characteristics and positive, lateral gestures of the person through the details of his or her hair, clothing, movement, etc。
(iii) structure
The images of young children in their drawings during this period are very rich, and they are beginning to look at the size of objects, their backwardness and their spatial invisibility, but there is a tendency to show them. Young children draw a long line on the drawing paper to mark the ground, putting objects on the ground above the base line, indicating that they are at the same level and height. The subsequent sprawl, multi-layered and masked images make the layout of the images more rational and diverse and seem to be beginning to feel deep and stereotypic。
(iv) instances
As young children become more able to interact with people around the world, events and objects, and the means of painting are matured, their images show the dynamics of interaction. While the image is slightly different, it is all designed to complete the same activity (division of labour) and is the subject of this period's performance in drawings。
(v) colouring
Young children during this period have emotional responses to colour, preferring to paint colours according to their emotional nature. As awareness is further enhanced, young children after the age of 5 begin to look at the colour of objects in terms of their intrinsic colours and add contrasts and similar colours to enrich the picture. Moreover, young children are more flexible in their hands, not only in terms of even colouring, but also in terms of being able not to draw a profile。
