.5 To 6-year-old Urban And Rural Children's Painting Features A Comparative Study

Five-six aged children' s painting features are discussed in this paper by means of literature, drawings analysis, observation, interview and testing. At the same time, while studying similarities and differences in painting features of city and village children, their painting processes and painting products are analyzed and compared from static and dynamic aspects.There are larger differences in the content of painting products by five-six aged children in city and village including happening and emotion. The happening, the characters and the spots in the content are different, So are the sentiment and the means of expressing their feeling. However, the children in city and village share many similarities in painting format, which includes sculpt shape and image trait, visualization amount and correlation used in picture construction, visual cognition of color when color up a picture, feeling orientation and so on. The results validate former scholars' research conclusions.Painting creation processes of five-six aged children in city and village share a lot in four aspects. the painting creations of children both in city and village are a process of multi-channel and multi-sense participation, a process of constant construction and creation, a process of constant conversation and communication as well as a process of learning through simulation.There are four main reasons for similarities and differences in painting features of children in city and village: development of children psychology, environment and education. Development of children psychology mainly refers to cognition and feeling. Environment includes natural environment, family environment and living condition. Education factors mainly are hardware conditions of education in city and village, educational concept and teaching methods. According to these aspects, relevant educational suggestions are brought forward as follows. Firstly, we should conform to rules of children psychology development when teaching art, and deeply comprehend "mode" of children' s artwork. Secondly, educational resources should be made best use of in each area and taken full advantage of when teaching art at nursery school either in city or in village. Thirdly, more invention should be increased and teachers should be trained more in village education. Finally, importance should be attached to children art appreciation and reference frame enlarged.