War and conflict have always been an integral part of humankind, posing significant threats to humanity. This article investigates young children’s conceptualisation of war and peace through their drawings. Taking a qualitative, interpretive research paradigm, eight five‐year‐old children who had never experienced war first‐hand were invited to draw pictures depicting their understandings of war and peace accompanied by their narratives. The drawing and talk processes were video‐recorded. Drawing on the theory of social semiotics, this study considers drawing as a multimodal visual artefact and metaphorical representation to analyse the content as illustrated by children. Employing a phenomenological approach, the analysis centres on the meanings, feelings, and constructs of war and peace that the participant children communicated through 25 drawings. The findings indicate that children used visual elements like lines, colours, symbols, and narratives to convey multilayered meaning‐making, where five overarching themes were identified as the children’s conceptualisations of war: concrete depictions and symbols of war and warfare such as weapons and soldiers; descriptions of identifiable actions of war to include fighting, shooting, and killing; the negative consequences of war including dead people and animals, sadness and homelessness; conceptualising peace as the end of war and as a happy, safe place with beautiful nature; and reflections on war and peace including the dichotomy between the two. The findings show that while children who do not have first‐hand experience of war, struggle to fully comprehend its complexity, they still exhibit a basic understanding of the trauma of war. The findings also emphasise the importance of giving voice to children to communicate their understandings and emotions through drawing.
