Parent-Child Interaction and Children's Art Learning in China: Influences, Contexts, and Strategies
Abstract
This study explores the role and impact of parent-child interaction in children's art education within a global context. As global educational paradigms shift, art education has evolved from skill development to fostering creativity, cultural identity, and social development. Despite China's emphasis on traditional cultural heritage, family art education faces challenges such as urban-rural disparities and uneven resource allocation. Through qualitative analysis, this study compares international trends with Chinese practices, examining how the frequency and quality of parent-child interaction influence children's interest in art, artistic skills, and emotional expression. The results unveil that high-quality parent-child interaction significantly enhances children's artistic abilities, stimulates their interest in art, and improves emotional expression. Collaborative and supportive models of parent-child interaction in international education provide valuable insights for Chinese families. The study recommends improving parental art literacy, promoting community art programs, and optimizing resource allocation to enhance the quality of family art education and support children's holistic development. These measures aim to bridge gaps in art education and foster inclusive and effective ways to nurture children's creativity and cultural awareness.
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