ABSTRACT
In the preceding chapters, we explored the development of graphic representation in normally developing children, in children with special talents, and in mentally retarded and emotionally disturbed youngsters. Throughout, my aim has been to go beyond a mere description of child art in order to clarify the rules that underlie graphic development. With the help of a variety of tasks and procedures, I have drawn a distinction between perception and representation, between the child’s knowledge of an object and his ability to translate this understanding into a drawing or painting.
