Keywords
Imagery
Aesthetic education practice
Submitted : 2026-04-14
Accepted : 2026-04-29
Published : 2026-05-14
Abstract
Children’s painting activities serve as a vital avenue for the development of children’s aesthetic perception, emotional expression, and creativity. Imagery, as a fusion of “meaning” and “image,” manifests in children’s paintings as psychological landscapes that combine emotions, imagination, and physical objects. From the perspective of imagery, this paper explores the fundamental conditions for its generation in children’s painting, considering the psychological and behavioral characteristics of children’s painting. These conditions primarily include perceptual triggers and material experiences, emotional drives and imaginative participation, situational guidance and meaning construction, as well as external expression and communicative feedback. Additionally, this paper proposes corresponding strategies for aesthetic education practice based on educational cases, aiming to provide practical pathways for implementing aesthetic education during early childhood.
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