Literature on children's drawing was reviewed for the purpose of illuminating issues of developmental stages, differences in development, perceptual problems, and instructional methods that influence learning in children's drawings. A glossary of terms used in the literature was compiled. Conclusions were drawn from the studies reviewed with a view toward making recommendations to educators that would contribute to setting reasonable expectations for children's drawing. A total of 31 studies were reviewed, cited, and annotated. It was concluded that the research indicates that: (1) children pass through different stages of development in their drawings; (2) strategies used by children for drawing become more complex as children grow older; (3) children depict spatial relationships in a variety of ways; and (4) methods instructors use to help children draw include self-instructed training and stimulation through verbal, graphic, or sensory means. It is recommended that teachers: (1) identify the basic developmental stages of their students and set appropriate expectations; (2) observe children as they plan and execute their drawings, and compare current and previous work to assess growth; (3) provide activities that encourage children to draw more often; and (4) use a variety of instructional methods in presenting drawing activities. (RH)