Teaching Painting to Children Using Vygotsky's Sociocultural Theory of «Zone of Proximal Development»

Problem Definition:

The child's painting is a subset of his various activities in children's art. The central taste of this type of activity, which has always been associated with children's games, has challenged the artistry of this activity. While considering the mentioned challenge, painting is an activity aimed at improving children's thinking and creativity, and in this regard, it is necessary to be studied educationally. Therefore, in the present study, an attempt is made to use Vygotsky's «theory of development» to answer the question of «How to teach drawing to children so that their creative activities are not harmed in the natural path of development»?

From the above-mentioned point of view, children's tasteful and creative activities in painting may be exposed to educational damages with incorrect training. Having the aim of preventing possible damages, one of the effective theories on the development and achievement of children is the evaluation index of this educational activity to witness favorable exploitation in this field.

The present study is based on fundamental theoretical research (Vygotsky's socio-cultural theory of «Zone of Proximal Development») and is of a descriptive-analytical type. The research is included in the group of qualitative investigations. The painting will be taught, and after analyzing and presenting 33 painting samples selected from over three thousand works, a suitable educational solution will be suggested.

The findings of this research show that children who, according to the mentioned theory, have faced the mediation and proper training of parents and trainers in teaching painting. Accordingly, they have presented painting works beyond their current level in a social process in line with the natural process of development.