You see a child play, and it is so close to seeing an artist paint, for in play a child says things without uttering a word. You can see how he solves his problems. You can also see what's wrong. Young children, especially, have enormous creativity, and whatever's in them rises to the surface in free play.

When a child loses confidence in his or her creativity, the impact can be profound. People start to separate the world into those who are creative and those who are not. They come to see these categories as fixed, forgetting that they too once loved to draw and tell imaginative stories. Too often they opt out of being creative.

These are primitive beginnings in art, such as one usually finds in ethnographic collections or at home in one's nursery. Do not laugh, reader! Children also have artistic ability, and there is wisdom in their having it! The more helpless they are, the more instructive are the examples they furnish us; and they must be preserved from corruption at an early age. Parallel phenomena are provided by the works of the mentally diseased; neither childish behaviour nor madness are insulting words here, as they commonly are. All this is to be taken very seriously, more seriously than all the public galleries, when it comes to reforming today's art.

To begin with, the child of five, six, or seven is in many ways an extremely competent individual. Not only can she use skillfully a raft of symbolic forms, but she has evolved a galaxy of robust theories that prove quite serviceable for most purposes and can even be extended in generative fashion to provide cogent accounts of unfamiliar materials or processes. The child is also capable of intensive and extensive involvement in cognitive activities, ranging from experimenting with fluids in the bathtub to building complex block structures and mastering board games, card games, and sports. While some of these creations are derivative, at least a few of them may exhibit genuine creativity and originality. And quite frequently in at least one area, the young child has achieved the competence expected from much older children. Such precocity is particularly likely when youngsters have pursued a special passion, like dinosaurs, dolls, or guns, or when there is a strain of special talent in areas like mathematics, music, or chess or simply a flexibility, a willingness to try new things.

Compared to the Tiger Mother’s tome, a parenting manual oriented toward creative achievement would have to open with a much shorter list of rules. In offering advice to parents, psychologist Adam Grant noted that creativity may be difficult to nurture, but it is easy to thwart. He pointed to a study that found an average of six household rules for typical children, compared to one in households with extremely creative children. The parents with creative children made their opinions known after their kids did something they didn’t like, they just did not proscribe it beforehand. Their households were low on prior restraint.

To perceive is to construct intellectually, and if the child draws things as he conceives them, it is certainly because he cannot perceive them without conceiving them. But to give up gradually the spurious absolutes situated away and apart from the context of relations that has been built up during experience itself is the work of a superior kind of rationality. When the child comes to draw things as he sees them, it will be precisely because he has given up taking isolated objects in and for themselves and has begun to construct real systems of relations which take account of the true perspective in which things are connected.

When I was a child, I loved to draw. I drew everything, and I drew on everything – I was drawing on the walls, in school textbooks, on my body - everywhere. This is a child’s job! I loved drawing and when I was in school, my art teacher supported me and entered my work in a UN children’s drawing prize which I won twice, when I was 13 and 14. Those prizes gave me the power and the belief to continue drawing – I felt like I had something to say through my drawing. You can explain your story, your feelings, your ideas.

Every child is an artist. The problem is how to remain an artist once he grows up. PABLO PICASSO

Everyone is born creative; everyone is given a box of crayons in kindergarten. Then when you hit puberty they take the crayons away and replace them with dry, uninspiring books on algebra, history, etc. Being suddenly hit years later with the 'creative bug' is just a wee voice telling you, 'I'd like my crayons back, please.

I started drawing at a young age though my art was not different from other children, however in 2016, I tried

I have always directed my attempts at the figurative representation of objects by way of summary and not very descriptive brushstrokes, diverging greatly from the real objective measurements of things, and this has led many people to talk about childish drawing.. ..this position of seeing them [the objects] without looking at them too much, without focusing more attention on them than any ordinary man would in normal everyday life..

Everyone is born creative; everyone is given a box of crayons in kidergarten. Then when you hit puberty they take te crayons away and replace them with dry, uninspiring books on agebra, history, ect. Being suddenly hit years later with the 'creative bug' is just a wee voice telling you, 'I'd like my crayons back, please.

Every child is an artist. The problem is how to remain an artist once he grows up.

Everyone is born creative; everyone is given a box of crayons in kidergarten. Then wen you hit puberty they take te crayons away and replace them with dry, uninspiring books on agebra, history, ect. Being suddenly hit years later with the 'creative bug' is just a wee voice telling you, 'I'd like my crayons back, please.