O DESENVOLVIMENTO COGNITIVO DO GRAFISMO E SUAS CORRELAÇÕES EVOLUTIVAS EM DESENHO LIVRE DE CRIANÇAS

Abstract

We start from the premise that the analysis of children's graphic expression contributes to the research of human development: motor, cognitive; affective or social, both in the field of health and in education. Our objective was to analyze the representations of children's free drawings based on cognitive and adaptive indicators presented in the literature, basing an analysis script on children's graphics through theories of graphic development. The research prioritized the indicators of stereotypy, perseverance and presence of "scenes" by studying their correlations in graphic development. The research prioritized the indicators of stereotypy, perseverance and presence of "scenes" by studying their correlations in graphic development. A total of 502 free drawings of children aged 2 to 16 years, of both sexes, 345 males and 157 females, with schooling from kindergarten to high school, from three private schools in the East Zone of the city of São Paulo were analyzed. In our results, stereotypy, a highly influential variable, is negatively associated with representational development, and the indicator "scene" is an aspect of great comparative parameter in the analysis of these representations. Clusters statistic identification and principal component analysis provided a comprehensive view of the latent dimensions in the data, highlighting developmental variability and progression across different age groups. The Grieg-scene and Affonso-Greig-scene variables increased significantly with age, highlighting the importance of temporal development. We understand that the introduction of these indicators for the analysis of graphics can guide educational and therapeutic interventions, helping to promote or justify contexts for a healthy and more appropriate development in children.