ISSN: 2222-6990
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Chen Heqin’s Life Education theory remains one of China’s most influential indigenous frameworks for early childhood education, yet its translation into contemporary kindergarten art practice has not been sufficiently examined. This study investigates how kindergarten art teachers in Hebei Province understand Chen Heqin’s art education philosophy, identifies deviations between its child-centered and life-oriented principles and current teaching practices, and develops context-sensitive pathways for contemporary adaptation. An interpretivist qualitative design was adopted. Semi-structured interviews lasting approximately 60–90 minutes were conducted with 24 kindergarten art teachers from six public and private kindergartens across urban, suburban, and rural contexts. The interview instrument was refined through expert validation and a pre-interview with eight teachers, and the formal data were analyzed through manual, theory-informed thematic analysis. The findings show that teachers were generally aware of Chen Heqin and positively disposed toward child-centeredness, life-oriented learning, creativity, and holistic development, but their theoretical understanding was often fragmented. Classroom practice continued to be shaped by task completion, demonstration and imitation, predetermined themes, model works, product-oriented evaluation, and adult aesthetic standards. These deviations were generated by the interaction of teacher-level limitations, institutional constraints, parental pressure, resource inequality, and examination- and technique-oriented cultural assumptions. Six adaptation pathways emerged directly from the interview data: life-based art activities, creativity-oriented teaching, process-oriented evaluation, integration of Hebei folk-art resources, teacher professional development, and appropriate digital support that does not replace direct experience. The study demonstrates that Chen Heqin’s thought can function as a living framework for locally grounded preschool art reform rather than merely as a historical legacy.
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