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Cognitive basis of drawing in young children: relationships with language and imaginary companions

ABSTRACT It has been suggested that children’s drawings are associated with their representation ability. However, there is little research on the cognitive basis of drawing in young children. In this study, we investigated the relationship between drawing, language ability, and the presence of imaginary companions (ICs) in children aged between three and six. We found that children with higher drawing scores and more number of colours used had higher receptive and expressive language, and language concepts. Further, children with higher drawing scores and more number of colours used were likely to have ICs. These findings demonstrate that the cognitive basis for drawing is based on the ability of children to grasp representations and images. New findings have shed light on the underlying mechanisms linking children’s drawings and cognition.