The First Three Weeks:
Dany (4.5 years old) is a gorgeous boy who always tries to get the other children's attention by telling different stories with funny actions and movements. As he chose his place, he laid his body down and raised his legs up to signal his enjoyment of the activity of drawing in his sketchbook. He is a child who receives a lot of attention for his nice disposition and active personality. When Dany began his first drawing, he held a black marker and drew some lines, then he looked at me asking: Guess what this is? I kept naming different names while he shook his head to mean NO. Finally I gave him the right answer. He gave me a big smile and his next step was to draw a big yellow square around the shape (Ill. 1), then a head (with details), and finally very small arms in comparison to the body size.
Fourth and Fifth Week:
Dany kept asking me about all of his figures, which he had drawn in the same way but with different colors. As he finished each one he told me about the figure's names, in order: Crick, Spark, Hora, and Solo (characters from a cartoon film). He added many details to the head, but he drew the fingers with different numbers each time. As I watched him do this I tried counting the fingers with him as he began drawing them. When we counted six fingers, I held his hand and start counting his own fingers (the answer was five, as he mentioned to me). Then when he began drawing the next arm I watched him to see how many fingers he would draw; he went back and drew six fingers again (at the same time he counted to five!). I laughed and left him happy with his drawing; one day he will draw five!
Dany's next drawings are sequence drawings (Ills. 6, 7 and 8); in these drawings Dany repeats the same picture in order to correct a problem in the first two pictures. He drew a school bus with a big triangular door, two large windows, two wheels, a small mirror and a small red light. However, as he explained, the mirror should be on the right side of the door, and not between the door and the window.
Like some other children at this stage, Dany left pages blank to leave room to complete his drawing. In ill. 9, Dany drew a human figure at the edge of the sheet (an important feature at this stage of pre-schematic); as a result, he exaggerates the arm's size as a way to fill the empty part of the sheet. Both hands were placed on the right side of the paper as there was no space available on the left side. Like many other children at this stage, Dany also liked to use the black markers to create the outer lines of his symbols. He also used the black marker in ill. 10 to fill in the whole sheet with different lines, and without any details. As before, colors still hold unrealistic values with shapes.
The Eighth and Ninth Week:
After his long absence, Dany returns to the class to continue his favorite activities. His new drawings are almost the same as the previous ones (he is always using the geometrical shapes to draw his figures, especially the human figures), and he seems to draw them in the same way.
Dany sometimes left out many parts
of his figures as he concentrates on specific parts more than others (parts
that are more important to him). For example, in ill.
12 he omits the figure's arms, while he drew them in
ill. 13, and omitted the legs in the same ill. and drew them in ill.
12. Repeating his figures allows him to clarify and show his favorite
subjects as seen in the previous ills. Dany also prefers to use writing
with his figures to clarify his ideas and the subjects he drew, as seen
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