Children have been drawing for a very long time. It is hard to imagine that they did not do so in every culture that was familiar with the general use of drawing instruments or pens and forms of pictorial representation. Nevertheless, the discovery of children's drawing is a genuinely modern phenomenon. Since the 16th century, there has been an interest among professional painters in the phenomenon of children's drawing, but it was not until the 1880s that children's graphic attempts became the subject of scientific reflection. Subsequently, the art of children established itself as an important tool in developmental and intelligence psychology, pedagogy, and psychoanalysis. The sciences of childhood explored drawing as a means of communication that documents dispositions, needs, and conflicts that the child cannot (yet) articulate verbally.