Perceived Social Support through Students’ Drawings in the Fundamental Learning Stage
Perceived Social Support through Students’ Drawings in the Fundamental Learning Stage

Author(s): Mălina-Elena Grigoriță
Subject(s): Social Sciences, Education, Preschool education, School education, Educational Psychology, Pedagogy
Published by: Weik Press SRL
Keywords: perceived social support; students; drawing; teacher-student relationship; emotional support;
Summary/Abstract: This study explores how students in the early years of primary education (preparatory class, first grade, and second grade) understand and perceive social support in the school environment through the analysis of their drawings and verbal explanations. Students were asked to draw “a day at school when someone helped them,” and the analysis focused on the content of the drawings, the use of symbols, colours, emotions, and depicted relationships, as well as the students’ verbal presentations. The results revealed that students perceive social support as largely provided by peers and teachers, in the form of concrete assistance (such as lending a pen, sharing a snack) and emotional encouragement. A positive perception of their social environment was reflected through symbols (hearts, stars, the sun, and butterflies) and warm colours (red, yellow, and pink). The larger drawings of certain figures indicate their emotional significance. This study highlights that drawing is a highly useful tool for teachers, allowing them to identify students’ emotional and social needs, particularly among young children, and providing a natural means of expression. Drawing can be used both individually and in group settings to observe the dynamics of relationships, but it is important that interpretations are approached with caution and with careful respect for the child’s privacy.

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