Child Esthetic Education Research

Esthetic education is at first proposed in "Esthetic education Letters" by the German renowned poets, philosopher Schiller. In the Chinese and foreign esthetics history, many estheticians take the esthetic education the child full scale development function. This article elaborated from West esthetic education concept proposed to the child esthetic education concept, the child esthetic psychology, the child esthetic education principle returns to the reality. To elaborate child esthetic education existed question in the present age as well as development direction in future .This article is divided four chapters.The first chapter, from the Schiller esthetic education concept proposed to the contemporary esthetician defining the child esthetic education. To analysis literature and summarize the child esthetic education concept: The child esthetic education unifies ta take child's esthetic psychology as a foundation, the bright image in the real life and the region of art infects the child specifically and enables child's body and mind to obtain the health, the harmony, the full scale development.The second chapter, Child's esthetic psychology is the foundation which studies the child esthetic education. through contrasting the child and adult's esthetic psychological, sees the child esthetic psychology and the adult esthetic psychology difference and explaines the child esthetic psychology studied to the child esthetic education necessity. Child esthetic psychology research including next four aspects: Firstly, the child has the development esthetic ability biology potential. The research indicated that child's esthetic ability originates from the ordinary sensation ability which inherits .Secondly, child's perceptual thinking mode occupies the leadership. Child's age is different, the thinking mode is also different. In the child stage, the affective thinking is their main thinking mode. Thirdly, take the Chen Heqin child drawing theory for example, which elaborated the child has the gradual characteristic esthetically. Therefore ,when carry on the esthetic education to the child, must decide according to child own development, but is not decides based on adult's request. Fourthly, child"pan-spirit theory"esthetic tendency. The child understanding the thing, embarks from own experience, embarks from own mind positively.The third chapter, mainly elaborated the three principle which the child esthetic must follow. First is Spontaneous combustibility principle. The taste education cannot leave joyful and the freedom, therefore, the child esthetic education must emphasize joyful, the freedom. Next is the intuitive principle. Because child affective thinking is strong, Rational thinking is bad, regarding the complex esthetic phenomenon, they are not easy to accept, we must present very intuitively the object for the child, lets them contact various US. Finally is the individual principle. Because child's esthetic psychology has the gradual characteristic, therefore, when we carries on the esthetic education, we must consider child's age factor, child's disposition factor ,and so on.The fourth chapter, Through the child esthetic education theory's elaboration, ponder. the contemporary child esthetic education existed problem. For instance had not seen the esthetic education is mainly promotes its development through child's in esthetic activity psychological activity, thus has neglected esthetic education own unique value, has neglected child's intuition, the illusion equisignal virility raise, child neglect own esthetic sensation and the emotion experience, equal mind dialog which and so on, the child neglect and the artistic text carry on these questions cause the child esthetic education to present the non-esthetic phenomenon. In view of this kind of condition, the article inspected and inquired into the contemporary family and the school esthetic education as well as carried on the esthetic education to the child the related content.