Emotions in children's art

Tema ovog završnog rada su emocije u dječjem likovnom stvaralaštvu. U prvom dijelu rada riječ je o emocijama, podjeli emocija te tijeku normalnog dječjeg emocionalnog razvoja koji se smatra nužnim za oblikovanje pozitivne djetetove ličnosti. Zatim je važnost stavljena na objašnjavanje likovnih simbola, karakteristika razvojnih faza dječjeg likovnog stvaralaštva te pravilnog tumačenja boja koje je nužno za ispravno analiziranje dječjih likovnih uradaka. Prema Hernandu (2011/2012) navedene su boje i opisana je njihova asocijacija na određene emocije. Naglašeno je i kako treba poticati djecu na izražavanje emocija, a crtež se navodi kao odličan alat jer djeca mnogo puta ne znaju kako se verbalno izraziti. Dječji crtež objašnjen je kao oblik komunikacije jer dijete preko njega izražava svoje osjećaje i šalje poruku odraslima, zbog čega je razgovor s djetetom nakon likovnog rada nužan za razumijevanje nacrtanog. Na kraju rada govori se o ulozi likovno kompetentnog odgojitelja koji treba biti upoznat sa specifičnim obilježjima svakog djeteta i njegovom okolinom kako bi znao tumačiti i razumjeti dječje likovno stvaralaštvo. Razvoj likovnog stvaralaštva ne teče kod sve djece podjednako, ali određeni elementi upućuju na zaostalost i probleme u razvoju. Na odgojitelju je da na temelju poznavanja i analize svega navedenog pravovremeno reagira i spriječi negativne posljedice.The topic of this paper are emotions in children’s art. The first part of the paper deals with emotions, the classification of those emotions and the course of normal emotional development in children, which is considered necessary for shaping a child's personality in a positive way. Then, the importance is placed on explaining art symbols, various characteristics of the developmental stages of children's art and the correct interpretation of colours that is necessary for the proper analysis of children's art. The colours are listed and their association to certain emotions is described according to Hernando’s classification (2011/2012). It is also emphasized that children should be encouraged to express their emotions, and drawing is cited as a great tool since children often do not know how to verbally express themselves. A child’s drawing is depicted as a form of communication because the child expresses their feelings through it and sends a message to the adults in their life. A conversation with a child after they have completed a drawing is necessary in order to understand what has been drawn. At the end of the paper, the role of an artistically competent educator is discussed. The educator should be familiar with the specific characteristics of each child and their environment in order to be able to interpret and understand their art. Artistic creativity does not develop equally in all children, but certain elements point to slowness and developmental problems. It is up to the educator to, taking into account the knowledge and analysis of all of the above, react in a timely manner and prevent negative consequences