Political Education and Children's Political Cognition in China

Abstract

Abstract: The importance of children's political cognition as integral to the formation of their political attitudes into adulthood has been well documented in Western contexts. Whether such an association holds in China, however, is less well-known. Building on the political psychology theory of cognitive process, this article utilises the picture association test to analyse how children form their political cognition in China. The authors report five findings. First, the proximity to (a familiarity with) the police and the most prominent political leaders in children's political images are the entry points for children to connect with and enter the political system. Second, despite the shift from recognition of individual authority figures to system cognition in children's political cognition in other countries, Chinese children's political cognition based on leadership figures remains deep-rooted and persistent. Third, children's political cognition is closely related to their cognitive level, as they tend to grasp basic knowledge and political principles by 13 to 14 years old. Fourth, children's political cognition is not only related to their school education but it also has an impact on their subjective social experience. Fifth, children's attitudes and evaluations of authority figures are closely related to Chinese political values that emphasise benevolence and justice, and also to China's hierarchical trust in government.