In the current practice of aesthetic education in kindergartens, color education is often limited to art painting activities, and the unified mode of color filling practice is adopted. This single approach is difficult to meet the multidimensional cognitive needs of young children for color. The purpose of the study is to explore the implementation methods of color education in the practice of aesthetic education in kindergartens. The research focuses on how to construct a multidimensional color learning environment through the interaction of material carriers, cultural symbols, technological media, and life scenes. The research approach emphasizes the transformation of abstract color cognition into concrete experiential activities, and analyzes the formation process of children's color application ability under different paths.