Preschool Children's Art Education In China Since The Reform And Opening Up The Historical Study

The research on the history of children’s art education since the reform and opening-up in China is helpful to understand the past, present and future of children’s art education. Moreover, the development of children’s art education subject can’t depart from the reflection on its history. So, it’s necessary to choose the research on the history of children’s art education since the reform and opening-up, reveal and analyze its major context and the changes of thought.Children’s art educators explore the development stage and age characteristics of children’s art, establish art curriculum and subject teaching system, begin to research development of children’s creativity in art education since the reform and opening-up. Children’s art education emphasizes social development, art discipline, the leading role of teachers, teaching materials and methods, achieves art educational goals mainly through classroom teaching. Some preschool educators not only try to study children’s art psychology deeply, begin to explore the basic problems of children’s art, but also begin to pay attention to integrated art education and children’s art appreciation education from the mid-1980s to the late1990s. Children’s art education highlights the aesthetic value, children’s development, children’s learning, activities and experience. Many preschool workers start to study children’s art-related issues from a multidisciplinary perspective, such as the basic problems of children’s art, children’s art psychology and behavior since the late1990s. The reform of children’s art curriculum enters into the deepening phase, some children’s art education theory and practice patterns appear, such as folk art education, ecotypic art education, experiential art education etc. Children’s art education forms the value that is children’s development-oriented, multi-value coexistent, takes children’s development and art culture heritage into account, pays attention to experience, research and dialogue gradually.Since the reform and opening-up, study of children’s art is from single to multiple, children’s art education value is from imbalance to balance gradually, the curriculum becomes diverse, comprehensive and ecological, study of children’s art education becomes full, rich and ripe. Then, the development and reform of children’s art education have many reasons, such as social conditions, various theoretical schools, several concepts and context of pre-school education. Lastly, starting by practical problems of children’s art education, children’s art education should pursue creating and sharing meaning, nourishing life, promoting growth. Teachers and children respect each other, dialogue with each other, children immerse in activities to get growth, teachers educate seamlessly. In addition, the development of children’s art education should integrate exogenous and endogenous path, not only root in cultural traditions, but also face the world and future, carry out researches and experiments to explore local children’s art education with Chinese characteristics.