Self-Portrait in Children\u27s Drawing Between 1 and 6 Years of Age

V teoretičnem delu diplomskega dela z naslovom Avtoportret v otroški risbi med 1. in 6. letom starosti sem predstavila razvoj otrokove risbe – natančneje me je zanimal razvoj otrokovega avtoportreta. V svojem delu sem zajela poglavja otrokovega razvoja, razvojnih značilnosti med spoloma, umetnosti, razvoja otroške risbe in razvoja zakonitosti pri risanju človeške figure. Predstavila sem tudi avtoportret in njegov namen, vlogo odraslega ter vrednotenje otroških risb. Osredotočila sem se predvsem na predšolske otroke, stare med 1 in 6 let, ker se mi zdi, da se takrat otroške risbe najbolj razvijajo in je med risbami največ razlik. V empiričnem delu sem s pomočjo mednarodno priznane Goodenough-Harris lestvice ocenjevanja otroškega risanja figur (Goodenough draw – a – person test, b. d.) analizirala risbe otroških avtoportretov. Z analizo risb sem želela odkriti, kateri obrazni atributi so najbolj značilni za posamezno starostno stopnjo otroka, ali deklice v primerjavi z dečki rišejo bolj detajlno, v čem se otrokova risba razlikuje od njegovega opisa in kako pogosto otrok avtoportret nariše v obliki celotne figure. V raziskavo sem vključila otroke, ki obiskujejo enega izmed grosupeljskih vrtcev.In the theoretical part of the thesis titled Self-Portrait in Children\u27s Drawing between 1 and 6 Years of Age, I presented the development of the child\u27s drawings or more specifically, I was particularly interested in the development of a child\u27s self-portrait. In my work, I covered the chapters of child development, developmental characteristics between the sexes (genders), art, the development of children\u27s drawing and the development of the laws of drawing the human figure. I also presented the self-portrait and its purpose, as well as the role of an adult and the evaluation of children\u27s drawings. I focused mainly on pre-school children, aged between 1 and 6 years, because it seems to me that this is when children\u27s drawings develop the most and there are many important differences between their drawings. In the empirical work, I used the internationally recognized Goodenough-Harris scale for evaluating children\u27s figure drawing (Goodenough draw -a - person test, b.d.) and analyzed the features of children\u27s self-portraits. By analyzing the drawings, I wanted to find out which facial attributes are the most characteristic for each age level of the child, whether girls draw in more detail than boys, how the child\u27s drawing differs from his description, and how often the child draws a self-portrait in the form of the whole figure. In the research, I included children who attend one of the kindergartens in Grosuplje