This study analyzed 15 KCI-registered papers to provide foundational data for the development of color programs to improve the self-esteem of school-aged children. The analysis criteria were set as the target grade and characteristics of participants, program objectives, program operation method, the program operation content, activity topic and the number of frequencies, pre- and post- test methods and timing, and evaluation tools. The results revealed that emotional and behavioral issues such as self-esteem and sociality appeared regardless of the grade. To solve these problems, the programs were mainly targeted groups with an average of 7.4 people, excluding class-based programs. The programs were conducted once a week for an average of 15.2 sessions, 40 minutes per session. Mostly consisted of drawing and making activities. The ‘SEI’, ‘K-CBL’, ‘School Life Adaptation Scale’, and ‘Sociality Scale’ were frequently used as pre- and post-assessment tools. Of the 15 papers, 13 were quantitatively analyzed, and 2 were performed qualitatively analyzed. Reliability verification using Cronbach ,α Mann-Whitney U Test, Wilcoxon Signed-Rank Test, covariance analysis, and repeated measurement variance analysis were used as the main statistical analysis methods. Most programs focused on drawing and crafting, so there was insufficient, and even when conducted by class, only the total number of participants was often provided, making it difficult to identify the num- ber per class. Color is an effective non-verbal medium for expressing emotions and can significantly contribute to the improv- ing children’s behavioral patterns through artistic activities integrated with various senses. Accordingly, it is expected to serve as foundational data for the future development of color programs.