This research is for offering the children of the schematic stage (children from 7 to 9 years belong to that) in which they begin to recognize space the study environment of space recognition and then preventing those of the gang age(children from 9 to 11 years belong to that) having difficulty in expressing objects realistically. Therefore the research analyzes children's development, the concept of space recognition and the particularity of space recognition which is the basis of study for the method of drawing guidance which helps the children of the schematic stage to improve space recognition ability and then presents guidance strategy and the examples of drawing activity that will become the result of an effective studying. According to that, they drawing real things as a concrete activity, the research tried to improve the power expression for space as having children express space variously on two-dimensional plane at various positions through object observation, man's movement, overlap, etc.. For guidance method, children's course of activity focuses on teacher's role, each child's potential space recognition ability and the environment applying that of easy circumstances and the child center. Tools for the expression of drawing are restricted to drawing books and 4B pencils to use easily. Accordingly, the educational effect from this research is as follows. First, when the children who participate in drawing activity move here and there, they know the objects look different according to their position and can express what they saw. Second, when real drawing objects are presented for children, they can express overlap concretely. Third, when children see man's movement and expressed it, they can take the effect that broadened at the visual range for the recognition of the space. Fourth, one can see the children in the schematic stage who recognize the hidden space and express it as drawing vividly. Fifth, one can see children's learning activity has the value which makes them enjoy themselves and motivates them as investigation activity instead of teaching one. The drawing guidance for recognizing space makes them in the schematic stage who are poor at expressing real things express the space and show their individuality. And one can see their ability of drawing for the space. Like this, some of the challenging task given to children stimulate the curiosity and the interest and then that improves the power of expression for space. This kind of research is not common, but that needs to concretize as the subject of study on the children of the schematic stage. If in the future one approaches experimentally about this research with consistency, one will obtain the new educational effect.