<p>This study examined the educational significance of parent-led art activities conducted at Sunny Daycare Center in Seoul, South Korea. Acting as a parent-educator, the researcher facilitated two art sessions for six-year-old children that focused on cooperation and personal memories. Designed to support creativity, emotional expression, and engagement with modern art, the sessions involved eight children, their parents, the daycare principal, and two homeroom teachers. A qualitative case study design was employed, with data collected through classroom observations, analyses of children’s artworks and verbal responses, interviews with adult participants, and program-related documents, including lesson plans. The findings indicated that parent-led art sessions supported children’s art appreciation and creative expression while fostering more open communication and reflective dialogue between parents and teachers. Participation in a shared creative context enabled parents to gain deeper insights into their children’s learning experiences and offered teachers opportunities to reflect on their pedagogical practices in relation to family engagement. Additionally, children’s interactions with a parent-educator prompted curiosity about adult roles and were associated with aspects of socio-emotional learning, including empathy and perspective-taking. Overall, the study highlights the educational value of integrating parent participation into early childhood settings and suggests that arts-based initiatives can serve as a meaningful entry point for strengthening family-school relationships. Implications for enhancing family–school collaboration through thoughtfully structured parent involvement are discussed.</p>