The architectural drawing is a permanent part of the architect’s work – it is a bridge between vision and its realization. It cannot be clearly classified. It can be either a medium conveying information, as well as an end in itself and there are many opportunities to use its potential. This article attempts to answer the question of whether drawing can support architectural education of young children (3‒6). This period is very important for the development of a human being. Skillfully stimulated curiosity of a child allows to expand the possibilities of perception, which may lead to increased sensitivity to the shape and quality of the space.

The architectural drawing is a permanent part of the architect’s work – it is a bridge between vision and its realization. It cannot be clearly classified. It can be either a medium conveying information, as well as an end in itself and there are many opportunities to use its potential. This article attempts to answer the question of whether drawing can support architectural education of young children (3‒6). This period is very important for the development of a human being. Skillfully stimulated curiosity of a child allows to expand the possibilities of perception, which may lead to increased sensitivity to the shape and quality of the space.