The purpose of this study is to show that there is a gradual and measurable development in the drawing of space representation concepts. A further purpose is to show that children's drawings of a village (which represent relations among concepts) may be a better measure of their conceptual maturity than their drawings of a man (which represent a single concept). One hundred and fifty-eight normal children, ranging from age 5 through 13 and attending grades 1 through 7, were asked to make a drawing of a village. Each child was tested individually and was asked, prior to drawing, to define a village. Each was also asked to make a drawing of a man. A scale for scoring the children's drawings was constructed. The original scale comprised 62 items scored present or absent. These items were loosely classified under five categories: differentiation, diversification, complexity, animation, and spatial organization (topological, euclidian, projective). A revised scale of 53 items was used for statistical analyses. Findings indicate no clear-cut sex differences. Reliability between two judges on a sample of 45 drawings was .96. Split-half reliability was .94. The correlation of the total village score with the score on the Draw-A-Man Test (DAMT) was .69. Results show there is a steady development with age and grade in the ability to make a representation of a village. Advantages of the village scale over the DAMT are that it measures a more complex concept, can be used with older subjects more reliably, and that it relies more on integrative and spatial abilities. Twelve children's drawings showing the development of spatial representation are appended. (Author/RH)