<p>This study examines the integration of expressive arts in Jordanian kindergarten classrooms, offering insights into teacher attitudes, classroom practices, and opportunities for professional development. Using a two-phase cross-sectional design, we developed and validated two instruments: The Expressive Arts Attitudes and Beliefs Scale (EAABS) and the Expressive Arts Activity Frequency Scale (EAAFS), which provide reliable measures of teachers’ perceptions and the prevalence of arts-based activities. Data from 320 kindergarten teachers revealed that movement-based activities, reflective discussions, and music are central to classroom practice, while visual, digital, and nature-based activities are underutilized. Network analysis highlighted the interconnections among practices, with music facilitation, family-involved art events, and guided movement emerging as core nodes that amplify learning outcomes across cognitive, social, and emotional domains. These findings suggest that strategically focusing on high-leverage activities can maximize the developmental impact of expressive arts in early childhood education. The study underscores the gap between teachers’ recognition of expressive arts benefits and their practical implementation, pointing to the need for targeted professional development, culturally responsive pedagogy, and resource allocation. By leveraging central activities and gradually expanding the diversity of arts modalities, educators can enhance children’s creativity, self-expression, and engagement. These findings carry implications for classroom practice, curriculum design, and policy, providing a roadmap for integrating expressive arts in ways that are both culturally relevant and developmentally impactful. Ultimately, the study demonstrates that when expressive arts are thoughtfully embedded in early childhood education, they become more than supplementary activities—they are foundational to fostering holistic development, lifelong creativity, and engagement in learning.</p>