On The Art Of The Behavior Of The Whole Value Of Preschool Art Education

At present, the destination and mission of art education for children are usuallybeen designated as to promote quality education, lay stress on developing the abilityof appreciating of the beauty along with the development of creativity, whileemphasizing the study of art knowledge and technique, in turn to improve art qualityand master art culture. It can be seen from the above that there is an inclination ofdespising the interaction between children’s visual perception and their thought in arteducation for children, thus ignoring the visual educational meaning of thinkingdevelopment in art activities, and is covered by the broadest art educational meaning.It apparently reduce the value of art education characteristics and the effectiveresponse of children’s mental growth characteristicsThe comparison of Guidelines of Kindergarten Education and Full-timeCompulsory Education Curriculum Standard shows that the guiding ideology in earlychildhood art education stage particularly emphasis on the expression of perceptionand affection, not even involve the development of thinking image and personality. Italso manifests that some educators are still separating perception from thinking.Their education ideas underestimate the thinking ability gained by children by meansof visual perception, and neglect the educational value of children’s practical abilityto use visual thinking to solve the problem of early childhood mental development.Based on the research of modern visual psychology, this paper tries to illustrate theimportance value of art education lies in the essential purpose of art acts, as amedium of visual perception, been used in living practice.Children’s art education is on account of training normal students majored in arteducation, and in the development process of which, in accordance with a completeunderstanding of the overall value of the art behavior will enable normal students tocombine children’s art education with overall development of children’s mind ineducational practice in the future.This paper investigated about early childhood art education, mainly to understandits overall statement so as to analyze the current situation. It analyzes the existingproblems of early childhood art education by way of interviewing children’s artteachers, students and teachers from normal colleges for children, and re-reflects onthe past knowledge and understanding of the purpose and value of our children arteducation. Meanwhile, it makes further thought and recommendations on the basis ofthe early childhood art education reform.