ON THE SPECIFICS OF TEACHING DRAWING TO PRIMARY SCHOOL STUDENTS IN CHINESE SCHOOLS

Abstract

The article presents a comprehensive study of the specifics of teaching drawing to primary school students in China, based on age-related psychological characteristics. The research methodology is based on the analysis of cognitive development theories by J. Piaget, L.S. Vygotsky, E.I. Ignatiev and their adaptation in the context of the modern Chinese educational system. The research results reveal a clear correlation between the age stages of students and effective pedagogical strategies. Specific methods have been developed and analyzed for each stage: for 6- and 7-year-olds – vegetable stamp printing and movement drawing; for 8- and 9-year-olds – collective creativity and symbolic expression; for 10- and 11-year-olds – design projects and basics of perspective; for 12-year-olds – interdisciplinary and abstract projects. It has been proven that a differentiated approach to teaching drawing, which considers the zone of proximal development and the socio-emotional needs of children, is a key factor in activating creative potential, developing imaginative thinking, and forming aesthetic awareness among Chinese schoolchildren. The proposed strategies have practical value for educators and contribute to optimizing the educational process in fine arts.