If we look at the children who devote themselves to painting autonomously, we will find that they always draw while reciting words in their mouths, sometimes pause, daze, and then quickly complete the work as if they remember something, excitedly and even excitedly.
Finally, children will go around with their "masterpieces" and ask, "See how I'm doing?!" In fact, the child is really not asking whether his paintings look good, but asking: How is the world I built with the brush?
Children's painting is more like a child's "thinking process"
The development of children's paintings is consistent with his physical and psychological development, especially the development of perception.
Generally speaking, before the child is 3 years old, he is in the graffiti period, which is mostly reflected in "leaving marks", which is a way for him to use graffiti lines such as yarn balls and large black dots to communicate with the outside world and express his self-feelings.
These graffiti traces may also be describing interesting stories, but due to the limited language skills of children at this time, it is difficult for adults to decipher the mysteries.
After the age of 3, the child's ability to fine movements gradually improves, and he begins to be able to depict familiar and impressive things in his life. In other words, with the development of young children's thinking, they begin to "use words to group words"—gradually transitioning the vocal stage of visual language to the vocabulary stage of the schema period.
Judging from the results, children's paintings are difficult to understand, because whether it is people or things, children like to use hands that "respond to change with no change". The law is expressed, but behind the painting, it is the child's thinking process, reflecting the child's cognition and information feedback on life, just like the mind map to draw the flow and brain reflection on paper.
How to guide children to build a world of thinking?
Can ordinary parents who don't understand art help their children in painting? In fact, although we can't teach children painting skills, in terms of thinking inspiration and expansion, it is possible to do better than the teacher of the painting class.
Because parents know their children better and live with their children every day, there are more opportunities to expand their thinking through painting with their children.
Guide your child to observe more
In the field of children's painting research, there is the famous "children's painting knows or does not see" thesis, which means that children only draw what they know when they are about 4 years old, rather than drawing what they see, which is because the child's cognitive level is not perfect and is still developing.
So we can guide our children to "see" in our daily lives — to help children learn to observe and learn to think through observation. Therefore, painting is particularly important at this stage of children's development, which can help children combine and expand the observed things in their minds, and then express them through the brush.
How do you guide your child to observe? For example, if a child likes to draw fish recently, we can take him to the aquarium and observe the fish with him.
Observe the details
The fish in the child's painting may look the same at first, this is because he can only grasp one or two prominent features of the fish, so guide the child to pay attention to the details, the child will find that the original pattern of the fish is striped, the pattern of the fish is a dot; this fish is thin, that kind of fish is fat... After observing a few times, the appearance of the fish in the child's painting will be enriched.
Observe consistency
Let the child observe the consistency characteristics of the fish, such as they all live in the water, their graceful posture of swimming around, and their breathing with their gills...
You can let the child summarize and refine the consistency by himself, which is actually training his general thinking and helping him learn to summarize the rules. When the child draws the fish again, he may make a plan and have his own ideas: whether to follow the law, or break the law and challenge the law.
Observe the difference
Of course, in addition to the different appearance of various fish, you can also guide children to observe the different life characteristics of different fish, such as some fish like to swim together in groups, some are swimming alone; some fish swim fast, some fish swim slowly...
Guiding children to constantly think about "different" is actually the cultivation of divergent thinking.
Observe relevance
A 5- to 6-year-old child begins to understand the connection between things, and it is also a stage of special interest in this connection, so we can guide him to observe the connection between fish and fish, the connection between fish and its living environment, the connection between fish and visitors, and so on.
When the child begins to think about "connection", in fact, his thinking world has begun to build, but it may be simple at first, and slowly it will become more and more complex.
Communicate with your child more about his "masterpiece"
Communicate his paintings with your child more often and let him tell his work in many ways. Parents can express special curiosity after each "masterpiece" drawn by their children, especially want to know what the child is drawing, how he thinks, and then can expand and inspire what the child thinks. In the process of narration, the child's thinking will be well exercised.
Moreover, many children often draw simply at the beginning, but in the process of explaining his paintings to others, they are more inspired, and the next time they paint, they may build their thinking kingdoms richer and more wonderful. Every expression is to help the child build his thinking system, and each time the starting point and path are different, the system will become complex and three-dimensional.
Don't judge your child's drawings by "not looking like"
When many adults walk into the art museum, they will say that they can't understand the paintings of some art masters, so they don't know what they paint. In fact, children's paintings are very similar to the works of masters to some extent- we do not understand the complex thinking activities behind them, so we cannot simply evaluate children's paintings by "looking like" them.
Even if the child draws "like", we should not use this as the best way to affirm the child's painting, but to encourage "imagination is rich" and "cleverly conceived".
Statement: This public account respects the original, the material comes from the network, good content is worth sharing, if there is infringement, please contact to delete.
Follow The Universal Brother
Together, help the people around you to improve!