In this paper the children’s artistic expression and emotions will be thoroughly clarified, and how the two concepts are connected. The importance of the knowledge of children’s artistic development fazes and the recognition of the emotional perspective contained in the drawings will be constantly emphasized. In today's world, parents have less opportunities to spend quality time with their children. It is, therefore, salient that parents know how to ˝read˝ what their child is trying to communicate through the drawings. Children most often use art as a mean of communication while they’re still unable to communicate verbally. This paper will also highlight the significance of teaching prosocial behaviour, emotional control and the ways in which art contributes to it. Since drawing is as much a physical activity as it is mental, children can express what they feel and how the perceive specific things and events. In the paper, the problem that adults cause by intervening in the child’s creative process is also explained. By disrupting the child’s process, adults cause a decrease in their creativity and desire to create and the acceptance of patterns that children don’t yet understand. Because of all that was mentioned it is crucial to establish a cooperation between preschool teachers and parents so that the development process can result in healthy and happy individuals able to face adulthood in an appropriate way. To demonstrate the correlation between children’s creativity and emotions, many drawings with emotional content have been collected and scrupulously analyzed. The collected drawings belong to children ageing from four to seven years old, from various preschool establishments and preschool teacher’s private archives. Besides the emotional perspective, the drawings had to contain the child’s statement about it. During the analysis the focus is put on: character relationships, dimensions, use of colour, details and symbols that matched with the children’s statements and the theory stated in the paper.