The article is devoted to the analysis of the specifics of the implementation of differentiated and individualized approaches in primary piano education in China in the context of modern pedagogical challenges and national cultural and educational traditions. Based on the study of recent research by Chinese and Russian authors, the key contradictions of pedagogical practice caused by the mass nature of the «piano fever» and the dominance of the technocratic paradigm are identified. The work systematizes the theoretical foundations of differentiation, taking into account the psychological characteristics of primary school children, and suggests practical vectors for its implementation, including flexible goal setting, variability of educational activities, repertoire and assessment strategies. Special attention is paid to the integration of the cultural component and digital technologies as resources for personalization of learning. It is concluded that the introduction of a holistic system of a differentiated approach is a necessary condition for overcoming formalism, the transition from teaching «exam passing» to the development of the artistic and creative potential of each child pianist.