At present, education of child art in Korea has been developed toward the way of building human character, emotionality and training creativity and appreciation ability, as well. Korean child art education is consisted of three aspects, which are artistic experience activity, expression activity, and appreciation activity. The ultimate objective of child art education, however, is not training our children as art specialists, but raise them as balanced human beings who have abilities to appreciate beauty of universe and cherish tradition, with imaginative, creative and critical power. For 36 years since the year of 1910, our art education was controlled by Japanese, which put emphasis on only portrayal works, rather than focus ultimate goals of art education. Even during the period after Japanese occupation was ended, the trend of art education could not break away from the Japanese descriptive drawing practice due to the fact that there were only teachers who studied in Japan. In that period, the art education overlooked reconstruction of our nations strength. For the period from 6.25 incident up to the end of 1950, the Ministry of Education invited Peabody educational mission from America and was scheming to reform teacher education system. With this effort, our art education became to realize its true objective of building human characters. Since the government announced first official education policy, there were 7 amendments in art education policy of Korea and realistically, these amendments were significantly influenced by various foreign trends. Because, most of scholars and professors who teach future art teachers studied abroad and implicated foreign methods without consideration of our own tradition and failed to select suitable methodology among them. This resulted in disregard of appreciation and succeeding to our traditional art. Fortunately, there was a desirable movement among art education leaders and those ideas were reflected from the 5th amendment of education policy, which focused more on self-independent philosophy of art education emphasizing succession of good traditional cultural heritage to plant self-pride to children. Especially, the area of living & Art was added in 6th amendment, thus it showed educational intention to connect art activities to actual living experiences. For 7th amendment, there invented comprehensive art education program comprised of art production, aesthetic, art history, and art criticism. This program made it possible to pursue continuous and systematic art education. As seen above, the ultimate objectives in art educations is developing creativity of children and raise our children to adapted themselves to the society, in other words, as balanced human beings to show their own abilities in each field. Therefore, we need to set up innovated child art education theory with consideration of special characteristics of infants and children. Furthermore, we should put consistent efforts on cultivating systematic child art education program toward a model that can provide fundamental ground for creating new value in 21st century.