Preschool teachers around the world are expected to foster young children’s creativity and self-expression through the arts. However, achieving this curriculum goal is often challenging due to factors such as lack of sufficient training in the arts and limited art-related materials and resources at preschools. It is even more challenging in East and Southeast Asia, given the structural characteristics of preschool education (e.g., half-day programs, private providers, demanding curriculum, small size of classrooms) and the low importance attributed to arts and creativity by society at large, particularly by parents, who often prioritize the learning of academic areas. Furthermore, the textbooks utilized to train preschool teachers from these regions in arts and creativity are commonly authored by Western scholars and rely on educational notions and practices that do not fully align with local expectations, values, and norms. How can preschool teachers in East and Southeast Asia foster children’s artistic creativity in ways that are viable and socio-culturally situated? This edited book aims to answer this general question. We bring together contributions from the leading experts from these regions (i.e., researchers, teacher educators, curriculum designers, seasoned practitioners). The book is based on the theoretical notion of ‘glocalization’, which involves the hybridization of global and local educational perspectives. Chapters showcase and analyze glocal pedagogical practices in the art forms of visual arts, drama, music, and dance. Our aim is to provide preschool stakeholders in East and Southeast Asia with insights on how to design, implement, and evaluate classroom activities with the potential to maximize children’s creativity, while being realistic and suitable to local preschools, as well as aligned with the expectations, values, and norms in these societies. This chapter includes definitions, concepts, and current understandings of globalization, glocalization, policy borrowing, and artistic creativity in preschool education, specifically within the context of East and Southeast Asia. The chapter describes some common characteristics of preschool education systems in these regions and argues that Western pedagogies for artistic creativity are somewhat inviable and non-culturally responsive. The importance of identifying culturally appropriate and locally situated creativity-fostering pedagogies is justified. The chapter introduces the glocalization framework that informs the present book and elaborates on the book’s aim, target audience, as well as the content and structure of its various sections.