The Research and Design of Children's Art Education Products Based on Cognitive Psychology

Abstract

Children's art education plays a crucial role in cognitive and emotional development. However, existing educational products still have limitations in integrating cognitive psychology theories to enhance learning effectiveness. This study, based on the Observation-Association-Construction model from cognitive psychology, proposes a product design framework to support children's art education, aiming to improve cognitive efficiency and creativity during the art learning process. The research combines theoretical analysis with empirical study: first, a theoretical model is constructed and design objectives are clarified; second, data is collected through surveys, experimental observations, and user interviews; finally, both quantitative and qualitative analysis methods are used to verify the impact of the product design on children's cognitive development. The results indicate that children's art education products designed based on the Observation-Association-Construction model can effectively enhance children's visual observation, associative abilities, and artistic construction skills. Experiments show that this design framework is significantly applicable across different age groups, providing important practical guidance for the development of educational products. At the same time, the study highlights key issues in current educational product designs and proposes optimization strategies.