<p>Arts education (AE) in early childhood school settings has been increasingly recognized as a pedagogical environment that supports a range of cognitive and socio-emotional processes, including creativity, critical thinking, self-regulation, and a sense of belonging. This study aims to map and synthesize recent empirical literature (2018–2024) on arts education practices integrated into early childhood education, including visual arts, music, dance, and theater. A scoping review was conducted following PRISMA-ScR guidelines, with searches performed in Scopus and Web of Science (WoS). The analysis focused on identifying types of interventions, methodological approaches, and reported cognitive and socio-emotional outcomes across studies. The findings reveal recurring patterns in the literature linking participation in AE with a variety of developmental processes, particularly in the domains of well-being, educational innovation, and socio-emotional development. However, these patterns are unevenly distributed across domains, with areas such as communication, language, and social skills remaining underrepresented. Substantial variability was also observed in intervention characteristics, including duration, intensity, and implementation. Overall, the review suggests that AE functions as a complex learning environment that may support multiple dimensions of development in early childhood. Rather than establishing causal effects, this study highlights trends, gaps, and areas for future research, including the need for clearer reporting of intervention dosage, greater methodological consistency, and increased attention to children's perspectives.</p>