This graduation thesis is based on scientific facts and research. At the beginning of the work, animalistics in fine art is mentioned. The animal motif is shown throughout historical periods. The characteristics of its presentation for each individual artistic period and direction are briefly described and presented in this part of the work. Animalistic motifs have been shown in art since the age of cave painting, and we follow their development all the way to the modern age of art in which artists explore unusual ways of expression in the depiction of animals. After a brief overview of the historical depiction of animalistic motifs, there follows a chapter on children's artistic expression in general. From the moment of birth, the child actively explores its environment in order to learn about itself and the world around it. When the child reaches the desired level of psychophysiological development, art research and expression begins. Over time, it has been shown that certain forms, phenomena and interpretations of children often appear in children's artistic expression, which we can observe as constants and regularities. Participation in children's art activities from an early age can have many positive effects. They encourage focus and the development of concentration and concentration, relaxation and the secretion of happiness hormones throughout the body, but also the development of cognition, motor skills, social skills and creativity. Creativity is developed by using different materials, experimenting and solving problems in the artistic process, which encourages the development of divergent thinking. Creativity occupies a special place in the field of art, and it can be said that without creativity there is no art. Children's artistic expression should be encouraged in a way that suits them, without unnecessary interference in their work. The context of the institution, both material and social, should encourage children and create intrinsic motivation for this type of expression. Children learn by doing, explore, play and are constructs in creating their knowledge. The individuality of each child, their needs, wishes, interests, possibilities and abilities should be taken into account in order to approach the child as qualitatively as possible both in art activities and in general in the entire educational process. Through the conducted research in which 45 works of children between the ages of 3 and 7 were presented and analyzed, the results and conclusions of the same were presented. The children drew and painted different motifs of animals. The motifs were most often a cat or a dog, but they were not repeated often either. Younger children stood out more in independent activities, where a slightly larger number of animalistic motifs appeared. When it came to 34 organized activities, children between the ages of 5 and 7 took the lead, with a larger number of works with animal motifs appearing. The different approach to this topic can be explained by the fact of individuality, but also by the different approaches of educators, various incentives and environment, and the context of the research. Differences in the presentation of animal motifs by age and the predominance of animalistic motifs at a certain age appeared due to different choices and preferences of children. Older children prefer organized activities and do better in them. They gladly accept incentives to which they can respond more easily due to their developmental status. Younger children do not participate in organized activities more often, but that's why animal motifs appear with them as a result of free artistic expression. In addition to answering the research questions, the research showed the variety and beauty of children's expression and creation. The joy that children show through the process of artistic expression, asking questions, manipulating incentives, solving problems together and the socialization that takes place show that artistic activities are an essential part of the educational process. Through them, children express themselves, learn, create and develop. They are often an indicator of children's inner state, their emotions, interests and abilities. Based on them, a potential problem can be identified, and art can also be used as a means of therapy in solving certain developmental difficulties.