Previous investigations have adopted a dichotomy whether children draw what they know ( `knowledge' hypothesis) or what they see ('perceptual' one) . The present study shows that the two hypotheses are not necessarily alternative. Copy drawings involving seven pairs of similar three-dimensional objects were obtained from children aged 4-6 in Kindergarten. In one task children drew the contents of a cup, in other they did not. They changed their differential cues on drawings of the identical objects according to the context, which suggests that the above dichotomy matters little unless children's intention and their understanding to the task demands are considered. Children's drawings including pseudo bird's-eye-view and transparent expressions are not the failure of perspective but can function as the useful invention for the children to distinguish models on their drawings.