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Children's art education cannot be discussed without any knowledge about children's artistic development, both as artists and as beholders. Classical stage‐ and age‐related accounts from Luquet to Kellogg serve as the backbone of studies in children's drawings, while Lin and Thomas counterproposed a nonlinear approach to children's understanding of pictures. Contemporary studies into diverse aspects of children's drawings are summarized for our understanding of children's educational needs. The development of art education, from Walter Smith's craftsmanship style to John Ruskin's drawing from nature, to Elliot Eisner's philosophy to Viktor Lowenfeld's romantic free approach are discussed. The entry also gives a brief history of the art education curriculum in the United States, Europe, and the Far East, and links art education for children with Lev Vygotsky's sociocultural theory and Jean Piaget's stage theory.