214 PERSONALITY OF THE PRESCHOOL CHILD
The structure of the form itself may reveal both the way in
which the child relates and unifies different impressions or expres-
sions and the degree of the child's development, since the develop-
ment takes place in proportion to such a unifying principle. The
unifying principle is developed from the state of "relation" to that
of "integration." This is expressed graphically in the first stage
when the child connects different forms by lines in the manner of
pictographs (as we know them from some Indian tribes). In the
second stage different smaller form elements are embraced by larger
ones, in an ornamental way, indicating the principle of hierarchic
order and of integration.
While simple lines are more a reflex of the child's impulses, forms
are an externalization of the child's concepts of his environment.
In the handling of forms the child manifests his attitude toward an
object or a person, thus allowing us to draw conclusions about his
behavior. Generally speaking, a clear patterning of forms suggests
a free approach of the child to the object; a vague, insecure, ham-
pered shape hints at inhibitions up to fears.
Emphasis on details or exactness may indicate an ability in
observing reality (Fig. 8), while fanciful forms suggest the pre-
dominance of a private world with dreams and fantasies (Fig. 55).
A form principle which has a specific importance in the drawings
of young children is that of a surrounding line (see p. 147). Sur-
rounding lines may represent the concept of differentiation, cor-
responding to the beginning limitation of the child's own individual-
ity from that of others. The child thus establishes his own sphere
of action and expression, his own standard, his own rules. The
expression of a private world may in extreme cases take the form of
neurotic schematism. A surrounding line may also represent a pro-
tection. The child may feel insecure and try to protect his self-
representation or the objects, with which he identifies himself.
Finally, a surrounding line may stand for the concept of isolation.
Only by further investigation can we discover the psychological
value of the pattern. If we have, for instance, narrow movements,
or weak pressure, we may deduce that the surrounding line does not
represent the beginning of differentiation of the child's own person-
ality, but rather the passive feeling of isolation and being hampered.
If we have broad movements and high pressure, the surrounding
line may express the child's tendency to build up Ms own field of
action. A surrounding line of a big size may also express the child's
tendency toward possession and expansion, All children try to ex-
pand themselves, some in activity, others in aggression, and others