The first elementary school years involve diverse, simultaneous developmental requirements in various domains that influence children’s future adaptation. The literature in art therapy has shown that children’s family drawings could be a valuable tool for learning about children’s internal world and adaptation. Therefore, the current study used children’s family drawings to assess children’s adaptation. Using the Main and Kaplan (1986) coding system to classify attachment representations, it examined children’s adjustment with different attachment classifications derived from their family drawings in a sample of 136 Israeli triads composed of young elementary school children, their mothers, and their fathers. Each drawing was coded into one of four attachment classifications based on global scales and detailed markers, such as the completeness of figures, facial expression, size, and degree of movement. Children whose drawings represented secure attachment exhibited the highest psychosocial functioning. Children whose drawings were ambivalent and disorganized showed the most salient adjustment difficulties, while those classified as representing avoidant attachment functioned relatively well. These results add to the accumulated findings in this area, pointing to the potential value of using family drawings to assess young elementary school-age children’s adaptation.

小学第一年涉及影响儿童未来适应的各个领域的多样化、同时发展的要求。艺术治疗方面的文献表明，儿童的家庭绘画可能是了解儿童内心世界和适应的宝贵工具。因此，目前的研究使用儿童家庭图画来评估儿童的适应能力。它使用 Main 和 Kaplan (1986) 编码系统对依恋表征进行分类，以 136 个由年轻小学生、他们的母亲和父亲组成的以色列三合会为样本，检查了儿童对不同依恋分类的适应情况，这些分类源自他们的家庭图画。每张图都根据全局比例和详细标记被编码为四个附件分类之一，例如人物的完整性、面部表情、大小、动作的程度等。绘画代表安全依恋的孩子表现出最高的心理社会功能。那些画作矛盾且杂乱的孩子表现出最明显的适应困难，而那些被归类为代表回避型依恋的孩子则表现得相对较好。这些结果补充了该领域积累的发现，指出了使用家庭图画来评估小学学龄儿童适应能力的潜在价值。而那些被归类为代表回避型依恋的人则功能相对较好。这些结果补充了该领域积累的发现，指出了使用家庭图画来评估小学学龄儿童适应能力的潜在价值。而那些被归类为代表回避型依恋的人则功能相对较好。这些结果补充了该领域积累的发现，指出了使用家庭图画来评估小学学龄儿童适应能力的潜在价值。