Child-drawn picture understanding and analysis report system

Abstract

To provide a child-drawn picture understanding and analysis report system that performs objective and standardized understanding and analysis of a child-drawn picture.SOLUTION: In an analysis report system in which a network transfers data between a client computer and a control unit, a child-drawn picture understanding and analysis report method includes: a step (S100) in which a client computer 120 inputs information on an electronic child-drawn picture to a control unit 100; a preprocessing step (S200) in which the control unit 100 removes a predetermined object from the child-drawn picture; a step (S300) in which the control unit 100 performs predetermined analysis on the preprocessed child-drawn picture on the basis of the object and color, to generate analysis data; a step (S400) in which the control unit 100 inputs the analysis data to a service model to calculate an analysis index; and a step (S500) in which the control unit 100 generates an analysis report on the basis of the analysis index and outputs the analysis report.SELECTED DRAWING: Figure 1

Description

[Technical field]

[0001] The present invention relates to a picture understanding system, and more particularly to a children's picture understanding, analysis and reporting system. [Background technology]

[0002] The commonly known art therapy technique is a method for diagnosing and treating a child's psychological and emotional state, and involves analyzing the colors used by a child when drawing a picture in order to indirectly know the child's inner emotional state. It can be said that the fact that a child selects a particular color to paint contains information about the child's psychological state or emotional characteristics.

[0003] Art therapists can extract fairly accurate information about a child's psychological state from the relatively weak reactions shown in their drawings. For example, children's drawings are useful for treating depression, stress, aesthetic sensitivity, artistic ability, various social aversions, and psychological treatments, and can also be used to evaluate Attention Deficit and Hyperactivity Disorder (ADHD).

[0004] The evaluation and analysis of children's drawings is the domain of specialized art therapists or clinical and counseling specialists, and there was no automated system for systematically accumulating data. Therefore, the scope of analysis varied depending on the evaluator's experience, career, and evaluation situation, which led to a lack of objectivity in the analysis of drawings.

[0005] Therefore, there is a need to develop an objective and standardized system for understanding, analyzing, and evaluating children's drawings. [Prior art documents] [Patent documents]

[0006] [Patent Document 1] Republic of Korea Patent Registration No. 10-0935013 (Method of analyzing color-painting patterns in art therapy and recording medium on which the program for this purpose is recorded) [Patent Document 2] Republic of Korea Patent Publication No. 10-2022-0108451 (Service and method for platform-based art education and consultation) Summary of the Invention [Problem to be solved by the invention]

[0007] The present invention has been made to solve the above problems, and an object of the present invention is to provide an objective and standardized understanding, analysis and evaluation system for children's drawings.

[0008] Another object of the present invention is to provide a system for understanding, analyzing and reporting children's drawings, which is capable of analyzing color elements and objects from children's drawings and analyzing children's color tendencies.

[0009] Another object of the present invention is to provide a system for understanding, analyzing and reporting children's drawings, which can analyze a child's emotions and psychology from the colors and coloring characteristics of the child's drawings, thereby predicting the child's tendencies, interests and future career paths.

[0010] However, the object of the present invention is not limited to the technical problems mentioned above, and other technical problems not mentioned will be clearly understood by a person having ordinary skill in the art to which the present invention pertains from the following description. [Means for solving the problem]

[0011] In order to achieve the above object, a method for understanding and analyzing and reporting children's drawings is provided, which includes a step (S100) of a client computer 120 inputting information about electronic children's drawings to a control unit 100, a pre-processing step (S200) of the control unit 100 removing predetermined objects from the children's drawings, a step (S300) of the control unit 100 performing a predetermined analysis on the pre-processed children's drawings based on the objects and colors to generate analysis data, a step (S400) of the control unit 100 inputting the analysis data into a service model and calculating analysis indexes, and a step (S500) of the control unit 100 generating and outputting an analysis report based on the analysis indexes.

[0012] The input step (S100) includes at least one of a step (S110) of inputting a file of a child's drawing, a step (S120) of inputting a metafile of the child's drawing, a step (S130) of inputting meta information about the child who drew the drawing, and a step (S140) of inputting feedback information generated by the child's teacher about the child or the child's drawing.

[0013] In the pre-processing step (S200), if the predetermined object is a picture drawn by both the child and the teacher, the predetermined object is at least one of a teacher picture drawn by the teacher, a background picture, and a white background color.

[0014] The pre-processing step (S200) includes, in the case of a drawing made by both the child and the teacher, a step (S210) of removing the teacher drawing from the child's drawing, a step (S220) of removing the background drawing from the child's drawing, a step (S230) of removing the background color from the child's drawing, and a step (S240) of assigning a penalty to achromatic colors in the child's drawing.

[0015] The step of generating the analysis data (S300) includes at least one of the steps of recognizing objects in the child's drawing (S310), recognizing colors in the child's drawing (S320), recognizing lines in the child's drawing (S330), recognizing space in the child's drawing (S340), and analyzing the child's behavioral data (S350).

[0016] The step of recognizing objects in the child's drawing (S310) recognizes the number of objects and the size of the objects; the step of recognizing the colors in the child's drawing (S320) recognizes at least one of the color ratio, main color, main color usage ratio, hue type, tone ratio, and color usage difference (std); the step of recognizing lines in the child's drawing (S330) recognizes at least one of the line pressure, length, thickness, repetition, number of times, and speed; the step of recognizing the space in the child's drawing (S340) recognizes at least one of the object occupancy ratio and arrangement; and the step of analyzing the child's behavioral data (S350) analyzes at least one of the drawing time and number of revisions.

[0017] The step (S400) of calculating the analysis index includes at least one of the steps of: a step (S410) of the drawing diagnostic examination model 141 diagnosing and examining the child's drawing; a step (S420) of the child clinical classification model 142 clinically classifying the child's drawing; a step (S430) of the child general tendency classification model 143 classifying the general tendency of the child who drew the child's drawing; a step (S440) of the child's drawing development model 144 analyzing whether the child's drawing has developed; and a step (S450) of the child's drawing analysis model 145 analyzing the child's drawing; and a step (S460) of storing and outputting the analysis index output from the service model.

[0018] The picture diagnostic test model outputs a stress index and a married couple index as analysis indexes, the child clinical classification model includes, as analysis indexes, a depression index, an anxiety index, and an ADHD index, the child general tendency classification model includes, as analysis indexes, a realistic index, an inquiring index, and an artistic index, the child picture development model includes, as analysis indexes, a transitional stage index, a preschematic stage index, and a schematic stage index, and the child picture analysis model includes, as analysis indexes, an aesthetic sensitivity index and an immersion index.

[0019] In addition, the step of generating and outputting an analysis report (S500) includes a step of performing at least one of the steps of generating a picture diagnosis test report 161 based on the analysis index (S510), generating a child emotion / psychology analysis report 162 (S520), generating a child tendency / career analysis report 163 (S530), generating a child art tendency report 164 (S540), and generating an art bonbon growth report 165 (S550), and outputting the generated report (S560).

[0020] Furthermore, the Picture Diagnostic Test Report 161, the Child Art Tendency Report 164, and the Art Bonbon Growth Report 165 are based on the analysis indexes of the Picture Diagnostic Test Model, the Child Picture Development Model, and the Child Picture Analysis Model, respectively, and the Child Emotion and Psychology Analysis Report 162 and the Child Tendency and Career Analysis Report 163 are based on the analysis indexes of the Child Clinical Classification Model 142 and the Child General Tendency Classification Model 143, respectively. Effect of the Invention

[0021] According to the present invention, it is possible to quickly check an objective and standardized understanding, analysis and evaluation report of a child's drawing. Therefore, as long as an Internet connection is available, a child's analysis report can be quickly checked by inputting the child's drawing anywhere, regardless of location.

[0022] In addition, by analyzing color elements and objects from children's drawings, it is possible to predict children's color inclinations, children's aesthetic abilities, artistic inclinations, areas of interest, etc.

[0023] Furthermore, the emotions and psychology of children can be analyzed from the colors and coloring characteristics of children's drawings, which can then be used to predict the children's general tendencies or their interests and career paths.

[0024] However, the effects of the present invention are not limited to those mentioned above, and other effects not mentioned will be clearly understood by those having ordinary skill in the art to which the present invention pertains from the following description. [Brief description of the drawings]

[0025] The drawings attached to this specification illustrate preferred embodiments of the present invention and, together with the detailed description of the invention described below, serve to facilitate a better understanding of the technical concepts of the present invention. Therefore, the present invention should not be analyzed in terms of being limited to the matters depicted in such drawings. [Figure 1] FIG. 1 is a schematic flowchart of a method for understanding, analyzing and reporting a child's drawing according to an embodiment of the present invention. [Diagram 2] FIG. 2 is a schematic diagram of a system for understanding, analyzing, and reporting a child's drawing according to an embodiment of the present invention. [Diagram 3] FIG. 3 is a detailed flowchart of the information input step (S100) in FIG. [Figure 4] FIG. 4 is a detailed flowchart of the pre-processing step (S200) in FIG. [Diagram 5] FIG. 5 is a detailed flowchart of the analysis step (S300) in FIG. [Figure 6] FIG. 6 is a detailed flowchart of the analysis index calculation step (S400) in FIG. [Figure 7] FIG. 7 is a detailed flowchart of the analysis report output step (S500) in FIG. [Figure 8] FIG. 8 is a diagram showing the Kobayashi image scale used in the color analysis of the present invention. [Figure 9]FIG. 9 is a diagram showing an example of an art bonbon learning report according to an embodiment of the present invention. DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

[0026] Hereinafter, with reference to the accompanying drawings, the embodiments of the present invention will be described in detail so that those skilled in the art to which the present invention belongs can easily carry out the present invention. However, since the description of the present invention is merely an example for structural or functional description, the scope of the present invention should not be interpreted as being limited by the examples described herein. In other words, since the examples can be modified in various ways and can have various forms, the scope of the present invention should be understood to include equivalents that can realize the technical idea. In addition, the objectives or effects presented in the present invention do not mean that a specific example should include all of them or should include only such effects, and therefore the scope of the present invention should not be understood to be limited thereby.

[0027] The meanings of the terms in the present invention are understood as follows.

[0028] Terms such as "first" and "second" are used to distinguish a certain component from other components, and should not be used to limit the scope of rights. For example, a first component can be named a second component, and similarly, a second component can be named a first component. When a component is "connected" to another component, it should be understood that the component can be directly connected to the other component, but there may be other components in between. In contrast, when a component is "directly connected" to another component, it should be understood that there is no other component in between. Meanwhile, other expressions describing the relationship between components, such as "between" and "immediately between", or "adjacent to" and "directly adjacent to", should be analyzed in the same way.

[0029] The singular includes the plural unless the context clearly dictates differently. Furthermore, terms such as "comprise" or "have" are intended to specify the presence of stated features, numbers, steps, operations, components, parts, or combinations thereof, and should be understood not to exclude the possible presence or addition of one or more other features, numbers, steps, operations, components, parts, or combinations thereof.

[0030] All terms used herein, unless otherwise defined, have the same meaning as commonly understood by a person of ordinary skill in the art to which the present invention pertains. Terms defined in commonly used dictionaries should be interpreted as being consistent with the meaning they have in the context of the relevant art, and cannot be interpreted as having an ideal or overly formal meaning unless expressly defined in the present invention.

[0031] Configuration of the embodiment Hereinafter, the configuration of a preferred embodiment will be described in detail with reference to the accompanying drawings. Figure 2 is a schematic diagram of a system for understanding, analyzing and reporting a child's drawing according to an embodiment of the present invention. As shown in Figure 2, a client computer 120 is connected to a network 110 and transmits and receives data via the network. The client computer 120 may be a personal computer, tablet, notebook computer, mobile phone, etc. equipped with a camera, scanner, or USB port to input a drawing made by a child.

[0032] The network 110 transfers data between the client computer 120 and the control unit 100 in a wired or wireless manner. For this reason, the network 110 may be the Internet, an intranet, a LAN, a 4G or 5G communication network, or a short-range communication network such as Wi-Fi or Bluetooth.

[0033] The control unit 100 is a computer, a server, etc. connected to a network 110. For this reason, the control unit 100 executes a database, an operating program (e.g., Windows, UNIX, etc.), an application program (e.g., a picture analysis program, etc.), etc.

[0034] The storage unit 130 stores various data for files processed by the control unit 100. The storage unit 130 stores information about input children's drawings, generated analysis reports, customer information, log data, etc. The storage unit 130 may be a RAM, a ROM, a hard disk, a flash memory, an SSD, an optical disk, a magnetic tape, etc.

[0035] The service model 140 is a group of application programs including detailed models for generating reports. Such a service model 140 includes a picture diagnostic test model 141, a child clinical classification model 142, a child general tendency classification model 143, a child picture development model 144, and a child picture analysis model 145, and can include further models.

[0036] The analysis report 160 is a result output from the service model 140 and is a content provided to the member (or customer). The analysis report 160 includes a drawing diagnosis test report 161, a child's emotion and psychology analysis report 162, a child's tendency and career analysis report 163, a child's artistic tendency report 164, and an art bonbon growth report 165.

[0037] For example, picture diagnostic test report 161 is generated using picture diagnostic test model 141 , child picture development model 144 , and child picture analysis model 145 .

[0038] The child emotional and psychological analysis report 162 is generated using the child clinical classification model 142 and the child general tendency classification model 143.

[0039] The child tendency and career analysis report 163 is generated using the child clinical classification model 142 and the child general tendency classification model 143.

[0040] The child's artistic tendency report 164 is generated using the picture diagnostic test model 141 , the child's picture development model 144 , and the child's picture analysis model 145 .

[0041] The Art Bonbon Growth Report 165 is generated using the Picture Diagnostic Examination Model 141 , the Child Picture Development Model 144 , and the Child Picture Analysis Model 145 .

[0042] Operation of the embodiment The operation of the preferred embodiment will be described in detail below with reference to the accompanying drawings. Figure 1 is a schematic flow chart of a method for understanding, analyzing and reporting a child's drawing according to an embodiment of the present invention. As shown in Figure 1, first, a client computer 120 inputs information on an electronic child's drawing to a control unit 100 (S100).

[0043] Next, a pre-processing step (S200) is performed in which the control unit 100 removes certain objects from the child's picture.

[0044] Next, the control unit 100 performs a predetermined analysis on the pre-processed child's picture based on objects and colors to generate analysis data (S300).

[0045] Next, the control unit 100 inputs the analysis data into the service model, and a step (S400) is performed to calculate an analysis index.

[0046] Next, a step (S500) is performed in which the control unit 100 generates and outputs an analysis report based on the analysis index. In the following, each of the above-mentioned steps (S100 to S500) will be described in detail.

[0047] First, Fig. 3 is a detailed flowchart of the information input step (S100) in Fig. 1. As shown in Fig. 3, in the input step (S100), the member converts a child's drawing into an image file and inputs it (S110). For this purpose, the image file is a JPG file that is photographed with a camera, scanned with a scanner, or drawn directly on a tablet with an electronic pen.

[0048] A metafile of the child's picture is also input (S120). The metafile contains meta information of the child's picture, including the file name, the date and time of creation, the file capacity, the file size, the file type, and shooting and scanning options.

[0049] Furthermore, meta information about the child who drew the child's picture is input (S130). The meta information about the child includes the child's name, date of birth, sex, school information, health information, and the like.

[0050] Then, the child's teacher inputs feedback information generated about the child or the child's drawing (S140). The feedback information is inputted numerically (e.g., on a scale of 1 to 10) about the child's personality, grades, school life, etc. These input steps (S110 to S140) are performed sequentially or randomly, and some steps may be omitted.

[0051] FIG. 4 is a detailed flowchart of the pre-processing step (S200) in FIG. 1. As shown in FIG. 4, if the drawing is made by both the child and the teacher, the teacher drawing is removed from the child drawing (S210). This is to prevent the teacher drawing from affecting the analysis of the child. If the drawing is made by the child alone, step S210 can be omitted. Next, the background drawing is removed from the child drawing (S220). This is to make the object to be analyzed more clear. Next, the background color (e.g., white) is removed from the child drawing (S230). Next, a penalty is given to achromatic colors in the child drawing (S240). If dark achromatic colors including black are used, errors may occur in color analysis and analysis (especially color "emotion" analysis and analysis). Therefore, if black is used as a sketch, an achromatic color penalty is given. That is, after the sketch drawing and color drawing are primarily distinguished, a penalty is given to achromatic colors. If black is used as a sketch, the following is done. After extracting the outlines of the picture, the coordinate values ​​of each outline are compared with the coordinate values ​​of the black color to evaluate the similarity. If the similarity is high, a high achromatic color penalty is assigned, and if it is low, a low achromatic color penalty is assigned.

[0052] Figure 5 is a detailed flowchart of the analysis step (S300) in Figure 1. As shown in Figure 5, first, objects (e.g. people, houses, trees, etc.) are recognized from the child's drawing (S310). Then, the number of recognized objects and the size (area) of the objects are recognized.

[0053] Also, the colors of the child's drawing (e.g. yellow, red, green, etc.) are recognized (S320). More specifically, the coloring ratio, the color mainly used (main color), the ratio of main color usage, the hue type, the tone ratio, the difference (std) in the amount of color usage, etc. Hue means a specific color value having an RGB value such as red or yellow as a color type. In this embodiment, it corresponds to one color value of Kobayashi's 130 hues.

[0054] The colors used in this color analysis are Kobayashi's 130-color image scale, as shown in Figure 8. The developed color emotion model (2D color image model) is constructed based on the following color and emotion models. That is, the color image models are (1) PCCS (Practical color coordinate system) color system, (2) Kobayashi color image scale, and (3) IRI (Image Research Institute Inc.) color image scale, and the emotion model is based on the PA emotion model, which is a contraction of the core affect of the PAD emotion model. The emotion model includes Paul Ekman's basic emotions (anger, disgust, fear, joy, sadness, surprise).

[0055] The PCCS color system, an example of a color image model, is a color system announced by the Japan Color Research Institute in 1964, which classifies colors into 12 tones. The Kobayashi Color Image Scale is a color image scale created by Kobayashi of Japan consisting of 130 hues and tones. The IRI Color Image Scale is a color analysis tool and color image space index consisting of 120, 880 colors and tones, developed in 1992 by the Korean Color Design Institute.

[0056] The PAD emotional state model is a psychological model developed by Albert Mehrabia and James A. Russell (since 1974) to explain and measure emotional states. P stands for pleasure, A for arousal, and D for dominance, and these three numerical dimensions are used to express all emotions. The PA emotional model is a model that has been condensed to its core elements from the PAD emotional model.

[0057] Using these models, the color element values ​​are automatically extracted from children's drawings. The color element values ​​extracted from the drawings are evaluated for similarity between the many colors actually used and Kobayashi's 130 colors, and the closest color is extracted. Even with the same RGB values, the colors that actually appear on the canvas can be calculated differently due to slight differences in hue and tone.

[0058] The color elements used in the embodiment of the present invention are as follows: usage area rate (%), background rate (%), contour rate (%), achromatic contour rate (%), color usage rate (%), number of colors used (n), main color usage rate (%), number of main colors used (n), hue usage rate (%), tone usage rate (%), color usage difference (std), etc. For example, color usage difference (std) refers to the degree of difference between the main color used more and the auxiliary color used less.

[0059] Once the color component values ​​are extracted, a standardization process is performed on the color component values ​​to standardize the units of all coordinate values, allowing comparisons between color component values ​​and classification.

[0060] Color emotion elements are selectively extracted from children's drawings. First, color emotion elements are divided into two categories: color emotion extraction for a single color, and color emotion extraction for a color combination that best represents the feeling and atmosphere of the picture. In the case of a single color, the representative expression value (e.g., positive-non-arousal picture P+A-), the amount of each emotion used (%), the difference in the amount of emotion used (std), and the emotion distribution rate (%) are extracted. For example, the amount of each emotion used (%) means the amount used in four areas (quadrant 1, quadrant 2, quadrant 3, quadrant 4) according to the degree of positive-negative and arousal-non-arousal. Next, color emotion words (adjectives) are extracted based on the colors used.

[0061] The lines (straight lines, curved lines, etc.) in the child's drawing are recognized (S330). Specifically, the pen pressure, length, thickness, repetition, number of times, speed, etc. of the lines are recognized.

[0062] The system also recognizes the space in the child's drawing (roads, mountains, buildings, etc.) (S340). Specifically, the occupancy rate and arrangement of objects are recognized.

[0063] Furthermore, the behavioral data of the child (time spent drawing, number of corrections, etc.) is analyzed (S350). These analysis steps (S310 to S350) are performed sequentially or randomly, and some steps may be omitted.

[0064] Fig. 6 is a detailed flow chart of the analysis index calculation step (S400) in Fig. 1. As shown in Fig. 6, the picture diagnostic test model 141 outputs the analysis index and analysis index derived by analyzing the child's picture (S410). In addition, the child clinical classification model 142 clinically classifies the child's picture and outputs a depression index, an anxiety index, an ADHD index, etc. (S420). In addition, the child general tendency classification model 143 classifies the general tendency of the child who drew the picture and outputs a reality type index, an exploration type index, and an art type index (S430). In addition, the child's picture development model 144 analyzes the development of the child's picture using the Lowenfeld method and outputs a transitional stage index, a preschematic stage index, and a schematic stage index (S440).

[0065] The schematic stage is the first stage of children's art development as advocated by Lowenfeld (V.), a stage in which a child cannot control his or her arms voluntarily, draws large and small circles in succession, and uses colors messily without intentionally choosing them. The pre-schematic stage is the second stage of children's art development as advocated by Lowenfeld, a time when intentional expression begins, a stage in which children subjectively diagram objects and subjectively select colors to draw them. The schematic stage is the third stage of children's art development as advocated by Lowenfeld, a time when concepts of form are formed, a stage in which the ability and judgment to find certain concepts of things emerge.

[0066] In addition, the child's drawing analysis model 145 analyzes the child's drawing (drawn during class) and outputs an aesthetic sensitivity index and an immersion index (S450). The aesthetic sensitivity index (color sensitivity index) is an index of how sensitive and sensual a child is about colors, such as sensitivity to colors and color harmony.

[0067] These steps (S410 to S450) are performed sequentially or randomly, and some steps may be omitted.

[0068] Next, the control unit 100 generates an analysis index based on the information generated in the above-mentioned steps (S410 to S450), and stores and outputs it (S460).

[0069] Fig. 7 is a detailed flowchart of the analysis report output step (S500) in Fig. 1. As shown in Fig. 7, the control unit 100 generates a drawing diagnostic test report 161 based on each of the analysis indexes of the drawing diagnostic test model 141, the child drawing development model 144, and the child drawing analysis model 145 (S510).

[0070] The control unit 100 generates a child emotion / psychology analysis report 162 based on the analysis indexes of the child clinical classification model 142 and the child general tendency classification model 143 (S520).

[0071] The control unit 100 generates a child tendency and career analysis report 163 based on the analysis indexes of the child clinical classification model 142 and the child general tendency classification model 143 (S530).

[0072] The control unit 100 generates a child's artistic tendency report 164 based on the analysis indexes of the picture diagnostic test model 141, the child's picture development model 144, and the child's picture analysis model 145 (S540).

[0073] The control unit 100 generates an Art Bonbon growth report 165 based on the analysis indexes of the picture diagnostic test model 141, the child picture development model 144, and the child picture analysis model 145 (S550). Figure 9 is an example of an Art Bonbon learning report according to an embodiment of the present invention. As shown in Figure 9, the Art Bonbon learning report graphically displays personal information about the child, drawing activities in numbers (including activity time), analysis of picture patterns (color use statistics, tool use statistics, time series analysis of color use, etc.) together with text.

[0074] These steps (S510 to S450) are performed sequentially or randomly, and some steps may be omitted at the member's discretion.

[0075] Next, the control unit 100 outputs (S560) the report generated in the above steps (S510 to S550), which is transferred to the client computer 120 for display or printed out.

[0076] The detailed description of the preferred embodiments of the present invention as described above is provided to enable those skilled in the art to embody and practice the present invention. Although the present invention has been described above with reference to the preferred embodiments, those skilled in the art will understand that the present invention can be modified and changed in various ways without departing from the scope of the present invention. For example, those skilled in the art can use the configurations described in the above embodiments in a manner of combining them with each other. Thus, the present invention is not intended to be limited to the embodiments shown herein, but is intended to be accorded the widest scope consistent with the principles and novel features disclosed herein.

[0077] The present invention may be embodied in other specific forms without departing from the spirit and essential characteristics of the present invention. Therefore, the above detailed description should not be interpreted as restrictive in all respects, but should be considered as illustrative. The scope of the present invention is determined by a reasonable analysis of the appended claims, and all modifications within the scope of the equivalents of the present invention are included in the scope of the present invention. The present invention is not intended to be limited to the embodiments shown herein, but to be accorded the widest scope consistent with the principles and novel features disclosed herein. In addition, claims that are not explicitly cited in the claims may be combined to form an embodiment, or new claims may be included by amendment after filing. [Explanation of symbols]

[0078] 100: Control unit 110: Network 120: Client computer 130: Storage area 140: Service model 141: Picture diagnostic test model 142:Child Clinical Classification Model 143: Children's general tendency classification model 144: Children's Drawing Development Model 145: Children's Drawing Analysis Model 160: Analysis report 161: Diagnosis test report 162: Child Emotion and Psychological Analysis Report 163: Child tendency and career analysis report 164:Children's Art Trend Report 165: Art Bonbon Growth Report

Claims

1. A step (S100) in which a client computer (120) inputs information on an electronic child's picture to a control unit (100); A pre-processing step (S200) in which the control unit (100) removes a predetermined object from the child's picture; The control unit (100) performs a predetermined analysis on the preprocessed children's drawing based on objects and colors to generate analysis data (S300); A step (S400) in which the control unit (100) inputs the analysis data into a service model and calculates an analysis index; The control unit (100) generates and outputs an analysis report based on the analysis index (S500).

2. The input step (S100) A step of inputting the file of the child's drawing (S110); A step of inputting the metafile of the child's picture (S120); inputting meta information about the child who drew the child picture (S130); and (S140) inputting feedback information generated by the child's teacher regarding the child or the child's drawing.

3. 2. The method for understanding, analyzing and reporting a child's drawing as claimed in claim 1, wherein in the pre-processing step (S200), the predetermined object is at least one of a teacher drawing drawn by the teacher, a background drawing, and a white background color when the drawing is a drawing made by a child and a teacher together.

4. The pre-processing step (S200) includes: If the picture is drawn by both the child and the teacher, removing the teacher picture drawn by the teacher from the child picture (S210); removing the background picture from the child picture (S220); removing background color from the child's drawing (S230); 4. The method of claim 3, further comprising the step of: giving a penalty to achromatic colors in the child's drawing (S240).

5. The step of generating the analysis data (S300) includes: Recognizing objects in the child's drawing (S310); Recognizing the color of the child's drawing (S320); Recognizing lines of the child's drawing (S330); A step of recognizing the space of the child's drawing (S340); and (S350) analyzing the behavioral data of the child, to generate the analysis data.

6. The step of recognizing objects in the child's drawing (S310) includes recognizing the number of objects and the size of the objects; The step of recognizing the color of the child's drawing (S320) includes recognizing at least one of a color ratio, a main color, a main color usage ratio, a hue type, a tone ratio, and a difference (std) in the amount of color usage; The step of recognizing lines of the child's drawing (S330) includes recognizing at least one of the following: pressure, length, thickness, repetition, number of times, and speed of the lines; The step of recognizing the space of the child's drawing (S340) includes recognizing at least one of the occupancy rate and arrangement of the objects; 6. The method for understanding, analyzing and reporting children's drawings as claimed in claim 5, wherein the step of analyzing the children's behavior data (S350) comprises analyzing at least one of a drawing time and a number of corrections.

7. The step of calculating the analysis index (S400) A picture diagnostic inspection model (141) diagnoses and inspects the child's picture (S410); A child clinical classification model (142) clinically classifies the child drawing (S420); A step (S430) of classifying the general tendency of the child who drew the child picture using a child general tendency classification model (143); A child's drawing development model (144) analyzes whether the child's drawing has developed (S440); A child's drawing analysis model (145) analyzes the child's drawing (S450); The method of claim 1, further comprising: storing and outputting the analysis index output from the service model (S460).

8. The picture diagnostic test model outputs a stress index and a coping dimension index as the analysis index; The child clinical classification model includes, as the analysis index, a depression index, an anxiety index, and an ADHD index; The child general tendency classification model includes a reality type index, an inquiry type index, and an artistic type index as the analysis index, The child drawing development model includes, as the analysis indexes, a milestone index, a preschematic index, and a schematic index; The method for understanding, analyzing, and reporting children's drawings according to claim 7, wherein the children's drawing analysis model includes an aesthetic sensitivity index and an immersion index as the analysis indexes.

9. The step of generating and outputting the analysis report (S500) includes the steps of: generating a diagnostic examination report (161) (S510); generating (S520) a child emotional and psychological analysis report (162); A step (S530) of generating a child tendency and career analysis report (163); generating a children's art tendency report (164) (S540); and generating an art bonbon growth report (165) (S550). The method for understanding, analyzing and reporting children's drawings according to claim 8, further comprising the step of outputting the generated report (S560).

10. The picture diagnostic test report (161), the child's art tendency report (164), and the art bonbon growth report (165) are based on the analysis indicators of the picture diagnostic test model, the child's picture development model, and the child's picture analysis model, respectively. The method for understanding and analyzing and reporting a child's drawing as claimed in claim 9, characterized in that the child's emotional and psychological analysis report (162) and the child's tendency and career analysis report (163) are based on the analysis indicators of the child clinical classification model (142) and the child general tendency classification model (143), respectively.

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