Every child starts to express himself/herself from a very young age. Everything in our suroundings that's made from objects had its start in some kind of sketch or drawing. Many experts from a variety of scientific fields observed childrens artistic expression and studied it in purpose of distinction of developmental phases common to all children. Carefully studying of childrens artwork begun in 19th century. Childrens artwork is primary a child's expression and then an artistic expression that reveals us childrens psyche, ie. the level of development od the childrens psyche. Drawings allow children to better understand what they are experiencing and encourages them to talk about it. Drawings make it easier to verbalize their inner states. Diverse classifications of the developmental stages of children's art are largely based on the research work of Georgio Henri Luquet. He divides the development into four phases, which, with minor or greater corrections, are also found in other authors. The first stage is always a stage characterized by carving or random realism, because the child does not draw consciously, but the pleasure comes from the movement. The second stage is marked by an unsuccessful childhood realism, where the drawing still does not match the perception. The third phase is the phase of intellectual realism in which the child possesses knowledge of the objects themselves, while the fourth stage of visual realism is characterized by persuasive visual art. The biggest difference is seen in the age distribution of individual phases, although all scientists emphasize the importance of personal development of each individual child. This paper lists different classifications with age definitions and briefly compares them with the goal of emphasizing the uniformity of the development of child artistic expression, regardless of the child's origin and socio-economic status.