ABSTRACT
In the third year of life, the overwhelming majority of children begin to engage in activities that can be subsumed under the concept of drawing. After childhood the majority turns into a minority of grown-ups who continue drawing and painting. Why do these activities go to waste? How can a child’s creativity in drawing be kept alive at later periods of development? These issues are discussed and illustrated on the basis of a longitudinal analysis of three individual cases—a normal, a rare, and an exeptional case of drawing development.
