由於兒童早期之藝術表現具有超越文化、社會、與經濟的普遍性，這現象很符合強調自然成熟與普遍性發展階段的兒童中心藝術教育理論，故兒童中心之理念在幼兒教育上比在其他階段之教育上，受到更多的重視。然而晚近一些理論主張即使是幼兒階段，假使欲增進其發展的話，其藝術表現受外在影響實不能忽視，亦即藝術教育者不僅應思考由內而外之學習方式更應注意由外而內的學習方式。由此最近產生一些關於幼兒藝術學習之新的議題與觀念，本文之目的即針對這些議題，分析幼兒藝術經驗與社會化歷程；檢視幼兒藝術中之成人角色；以及省思曾被視為阻礙幼兒創造性之模仿及塗色本效應的問題。

Artistic expression in early childhood seems to transcend cultural, social, and economic boundaries. Because the phenomenon of young children's artistic development accords to the theories of child-centered art education, which stress on natural maturation and the universality in developmental stages, the theories gains more attention for art education in early childhood than for that in other levels. However, recent theories indicate that even for young children external influences on artistic expression cannot be neglected. In other words, art educators should consider not only learning from inside out but also learning from outside in. Hence new issues and conceptions are generated recently concerning young children's artistic learning. Dealing with these issues and conceptions, the objectives of this article is to analyze young children's artistic experiences and socialization, to examine the adult's role in young children's art, and to reflect on problems regarding the effects of coping and coloring books which were once regarded as harmful to young children's creativity.