In my lecture I want to describe an analysis of one children drawing focusing on the relationships between geometric elements (diagrammatic structure). The comprehensive description of what to see contrasting with other not realized possibilities of drawing evoke via condensing the description an interpretation of the drawing. It will be possible to see the children’s drawing as highly complex contents of meaning which cannot be understood by themselves or by asking the drawing child. The systematic review of the analysis (meta-analysis) let emerge the subject of the constitution of children’s drawings and what kind of mental work stands behind it. When you analyse children’s drawings the question arises if an utterly differentiated mental work beyond any conceptual explication without resulting in any intentionally controllable competence exists which differs from the logic of verbal-conceptual thinking. Therefore it is possible to see children drawings as a manifestation of a specific kind of thinking.