ELIZABETH MUNSTERBERG KOPOITZ emphasis on parts of figure (e.g., genitals, big head), and particular expressions (e.g., glance of eye, teeth). However, some emotions such as anxiety, insecurity, and anger can be expressed in different ways depending on the drawing medium and the child's sex.
It was found that Kindergarten children seem to make little distinction between males and females on their drawings. In many cases, it would not have been possible to determine the figure's sex if the S had not specifically stated that "that is my brother" or "that is me in pants" or the like. Four children drew the opposite sex figure on their pencil drawing, but this was not apparent to the writer without the child's interpretation. SUMMARY Two sets of human drawings of 94 Kindergarten pupils were compared on 22 developmental scoring items and 18 emotional indicators. One set of drawings was executed with pencil and was obtained in individual testing sessions. The other set consisted of crayon drawings administered as a group test. Results showed little difference in the presence or absence of developmental scoring items on pencil and crayon drawings. It appears that human figure drawings can be used as a developmental test of mental maturity for Kindergarten children regardless of the method of administration and of the drawing medium used. The same was not true for emotional indicators. These differed both in number and in type on the drawings of boys and of girls, and on pencil and crayon drawings. Similar attitudes can evidently be expressed differently on drawings depending on the child's sex, and on the method of test administration and the drawing medium. More research is needed to determine which emotional indicators on figure drawings are comparable. It does not seem advisable, therefore, to interpret pencil and crayon drawings of Kindergarten pupils in an identical manner where emotional indicators are concerned.