ABSTRACT
Children spontaneously draw people, trees, houses, birds, clouds, and sun. At least up until adolescence, the human fi gure remains central in children’s drawings. Absence of human fi gures in children’s free drawings refl ects diffi culties in interpersonal relationships (Di Leo, 1973). Though children with emotional diffi culties can be easily led from drawings to verbal expressions (Hammer, 1986), sometimes such verbal expressions are sporadic.
