In the more homogeneous, slowly-evolving societies of the past, standardized curriculum and evaluation procedures seemed to serve the needs of most children in every community. Today, however, the special problems of certain groups have focused attention on the need to explore alternative possiblities. In so doing, of course, we are learning more about children in general.
My original interest lay in the socio-educational disadvantage often facing children who live outside of the mainstream of the dominant culture, i.e. ethnic minorities, migrant workers, the chronic urban ghetto poor, and those in regions undergoing rapid technological modernization, for example.
I would like to suggest that in some of these situations, where language or other socio-cultural differences have interfered with assessment and assistance in the counselling effort, the more extensive use of drawings might not only give more accurate information about the child's current abilities and attitudes, but also help lead to a positive development in these areas.
Under a U.S. grant in Basic Research from the Office of Health, Education, and Welfare, I examined almost 10,000 drawings from middle class and disadvantaged children in many countries throughout the world. All were given identical sets of six crayons, a sheet of 12 x 18 inch drawing paper, and were asked by the regular classroom teacher in the first, third, fifth, and seventh years of school to draw a picture of themselves and their friends playing together near their home or in the school yard.
What can be seen in these drawings? Roughly one can suggest that there are two main elements: I. A relationship to the inner worm of the child A.Private fantasies, egocentric concerns, psychic or emotional release, feelings and ideas. B. Basic human delight in form, line, color, texture for its own sake.