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The aim of the study was to investigate verbal and pictorial representation of the concept of house. Children belonging to different cultures and different generations draw identical canonical appearance of the house, and the word 'house' is one of the most frequently used words in a children's vocabulary (Lukić, 1982). Starting from findings of many authors that by the age from 7-8 children draw what they know about objects and not what they see (intellectual realism, see Koks, 2000) and from Arnheim's (1969) view of visual thinking, we have compared the content of the concept of house in children's drawings with that in their verbal definitions. Sixty urban children, age 6, were given the instructions: 'Draw a house.' 'Say, what is a house?' The drawings and definitions were analyzed in terms of containing elements, and the distribution of some types of verbal definitions was determined. The results confirmed that there is a universal pattern in children's drawing a house - drawing of equivalents. The question is open whether it is a conventional sign taken over from adults or children develop it for themselves. The drawings contain the defining characteristics of the concept of house but also the characteristics specific for a child's spontaneous concept based on immediate experience. Verbal and pictorial definitions comprise identical essential elements of the concept of house pictorial definitions being richer and provide a better insight into child's personal experience. Verbal definitions more successfully determine the function of a house, while pictorial ones its appearance. Drawings are more suitable than words for specifying various meanings of the word 'house', (house/building)

Content of the concept of house in preschool children expressed in words and drawings