THE IMPORTANCE OF CHILDREN’S DRAWING IN PSYCHOPEDAGOGICAL ASSESSMENT: INVESTIGATING, IDENTIFYING CAUSES, AND INTERVENTIONS

Abstract

This article analyzes the importance of children’s drawing in psychopedagogical assessment, understanding it as a symbolic language capable of revealing cognitive, emotional, motor, social and subjective dimensions of children in the learning process. It starts from the assumption that graphic production goes beyond a recreational function, becoming a resource for listening, investigation and intervention in the face of school learning difficulties. Methodologically, this is a qualitative bibliographic study, grounded in authors from psychology, psychopedagogy and child development. The analyzed studies indicate that drawing enables the psychopedagogue to observe aspects such as spatial organization, fine motor coordination, emotional expression, creativity, affective bonds and the child’s relationship with knowledge. The study concludes that the ethical and contextualized use of drawing broadens the understanding of the learning subject, favoring more sensitive, inclusive and humanized assessment practices committed to the integral development of childhood.