The power of colour language in learning child

This contribution introduces the study of a research project on the relevance of colour role in the learning child. Our presentation would take explicit several reflections, regarding a path of activities, actions and experimentations related the education of colour as a language in the school and preschool contexts. The research group on Play and Colour Education take reference from two courses degree: Science Education and Science of Primary Education of Department of Human Science “Riccardo Massa” at University of Milano-Bicocca, Italy. The study examines the opportunities for children to use colour experience not only as pigment paint, but also as colour significant experiences of the colour light, through emotional and cultural perspectives. The idea was founded on the colour can to become an opportunity of discover and education experience oriented on perceptive and sensorial training and communication act. The first questions are: what kind of activities we could designed as significant learning experiences trough an education of colour? What are the positive effects of the knowledge of colour since the early age of children? The first results indicated positive effects in the child’s development on perception, emotion, language, basic of arts and scientific, using the colour exploration with play and other ways of learning. The research aims for children are: -Contribute to increase knowledge of children’s development, from 0-6 years, before school age, in the areas of perception, logic, social skills, motor skills; -Knowledge on the child’s language before the age of six (0-6); -Contribute to increase knowledge of children’s development, from 6 to 10 years, of basic skills for reading, writing and arithmetic, art and perception in school age. The research aims for educators and teachers has founded to contribute an increase of competence on the teaching color experiences with children. Colour language is a language closely linked to artistic and communicative research. There are numerous artists (Itten, 1961; Kandinskij, 1989; Klee, 1918, 1925; Rothko, 2007, …), art historians (Zuffi, 2013), critics and researchers (Ball, 2013; Pastoureau, 2006; 2008, 2013, 2016) who have tackled the colour theme as a research perspective. In this sense, research done with children and with teachers and educators is based on the modes of artistic creation