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Guides readers to observe children’s marks, placements on the page, and emerging shapes, connecting artistic changes to arm-hand coordination and growing intent. Introduces key stages associated with Rhoda Kellogg and Viktor Lowenfeld, including random scribbles, controlled scribbles, diagrammatic forms, design patterns, and object-representation schemas, encouraging supportive, individualized artistic exploration.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-development-of-childrens-drawing-making-marks/648496/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-development-of-childrens-drawing-making-marks/648496.png","ImageObject",300,407,{"name":92,"@type":93},"eBook King","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What are random and controlled scribbles, and how do they differ?","Question",{"text":111,"@type":112},"Random scribbles are early marks made in many directions, often without the child consciously watching the crayon. Controlled scribbles show growing coordination between seeing and doing, helping children direct where marks go.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How do children’s drawings change around ages 2 to 3?",{"text":116,"@type":112},"Around 2 years, children mainly create scribbles that can be classified into basic types. By about 3 years, scribbles start to resemble rough shapes and outline forms (diagrams) that can be combined into patterns.",{"name":118,"@type":109,"acceptedAnswer":119},"What does the preschematic stage focus on in children’s artwork?",{"text":120,"@type":112},"In the preschematic stage, children use shapes to represent objects and develop a “schema” for representing what they know. 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This document has been designed as a resource to share a little of what the research tells us about children’s artistic development.  \nPlease read a little about each stage of development and look carefully at children’s work to identify how these stages are emerging. Please remember though each child grows as an artist in a unique way. The age ranges mentioned were originally identified by the researchers Rhoda Kellogg andViktor Lowenfeld. They are introduced only as a guide to honour our children’s artistic genius at each age. We hope that you enjoy this document and trust that it will inspire you to support children’s artistic explorations, always.  \nThese materials were prepared by Di Nailon B4 Leader; and are updated from those she created for Northern Children’s Network 2017 ArTastic exhibition, Launceston. They are based on the work of:  \n• Kellogg, R. (1969). Analyzing children’s art. Palo Alto, CA: National Press Books.  \n• Lowenfeld, V. (1954). Your child and his art: A guide for parents. New York, NY: Macmillan.  \nThe Earliest Stage  \nRANDOM TO CONTROLLED SCRIBBLES  \nUp to around 2 years of age children make ‘scribbles’– marks on paper or other surfaces. Rhoda Kellogg, a researcher into children’s art, classified ‘scribbles’ into twenty basic types which demonstrate how children progress from random to controlled scribbles.  \nAt first, very young children make marks that Kellogg called random scribbling. The marks may go in many directions and are affected by the way a child holds the crayon. Random scribbles often appear to be spontaneous and children may or may not look at what they are doing with the crayon. At this stage mark-making is a sensory experience – ‘the feeling of a crayon in my hand’.The child may not even realise they are making the mark.  \nAs children gain control over their arm and hand movements they begin what Rhoda Kellogg called controlled scribbling.They make connections between their motions and the marks they are drawing. Adults often cannot see the difference between random scribbles and controlled scribbles. However, the change is very important as children can direct where the marks go. There is some coordination between seeing and doing.  \nLook for examples of these earliest scribble types:  \n4  \nLook for examples of these earliest scribble types:  \n1. Dot 11. Roving enclosed line  \n2. Single vertical line 12. Zig-zag/waving line  \n3. Single horizontal line 13. Single loop line  \n4. Single diagonal line 14. Multiple loop line  \n5. Single curved line 15. Spiral line  \n6. Multiple vertical lines 16. Multiple-line overlaid circle  \n7. Multiple horizontal lines 17. Multiple –line circumference circle  \n8. Multiple diagonal lines 18. Circular line spread out  \n9. Multiple curved lines  \n19. Single crossed line  \n10. Roving open line 20. Imperfect circle  \nIntentional Mark-Making Stages: FROM PLACEMENT TO DESIGN  \nFrom around 2 years onwards children’s eyes guide their hands and they become concerned with where they place their marks on the paper. They may repeatedly locate their scribbles on one section of a page. Can you see examples of these placements in the drawings on display?  \n\n| \u003Cbr>All Over | \u003Cbr>Central |  | \u003Cbr>Bottom or Top |\n| --- | --- | --- | --- |\n| \u003Cbr>Diagonal | Right or Left | | \u003Cbr>Top or Bottom Quarter |\n\n6  \nAt around 3 years of age, children’s scribbles begin to resemble rough shapes. Children may begin to name their scribbles and think their shapes look like real objects.  \nRough shapes soon become single basic outline forms Rhoda Kellogg called diagrams.  \nCircle  \nCross X  \nSquare  \nTriangle  \nOdd Form  \nAt around 3 – 4 years of age children are in Rhoda Kellogg’s design stage, when they combine two, three or more diagr","cbCaihtlQWRJ9BD1","https://ap.wps.com/l/cbCaihtlQWRJ9BD1","pdf",1399787,12,"English","# The Development of Children’s Drawing - Making Marks\n## The Earliest Stage: Random to Controlled Scribbles\n## Intentional Mark-Making Stages: From Placement to Design\n## Beginning Pictorial/Preschematic Stage: Finding a Way to Represent Objects","[{\"question\":\"What are random and controlled scribbles, and how do they differ?\",\"answer\":\"Random scribbles are early marks made in many directions, often without the child consciously watching the crayon. Controlled scribbles show growing coordination between seeing and doing, helping children direct where marks go.\"},{\"question\":\"How do children’s drawings change around ages 2 to 3?\",\"answer\":\"Around 2 years, children mainly create scribbles that can be classified into basic types. By about 3 years, scribbles start to resemble rough shapes and outline forms (diagrams) that can be combined into patterns.\"},{\"question\":\"What does the preschematic stage focus on in children’s artwork?\",\"answer\":\"In the preschematic stage, children use shapes to represent objects and develop a “schema” for representing what they know. Readers are prompted to look for dominant elements, omissions, exaggerations, and how sizes express feelings or importance.\"}]","THE DEVELOPMENT OF CHILDREN’S DRAWING - Making Marks | PDF"]