Space, as the fundamental focus of this chapter, invites us to come together and think about the dynamic social relationship of children with a changing world. Space requires attention to praxis and gives thoughts about culture, change, and context. We provide a social constructivist plan of seven sequential frames of reference to build creative art spaces and praxis that relate to cultural traditions while being accessible and applicable to honour diverse cultural and educational contexts locally and globally. Against the background of a small art studio in Singapore, we share examples of a young Singaporean child of Chinese descent who, in his artistic interplay, illustrates the influence of his Lion Dance experiences upon the communication of his cultural heritage (Joosa in Where the lion dances: diary research on play and arts, 2014). Taking on an integrated worldview and future-directed perspective on education (Biesta in World-centred education, 2021), we foreground meaningful child-centred early childhood practices that move beyond measurable outcomes by including the authentic voices of children. Through praxis as a process of documentation, reflections, and research as knowledge building, we track a young child’s use of drawing and multimodal use of everyday materials as affordances for creative art (Wright in Understanding creativity in early childhood: Meaning-making and children’s drawings, 2010; Wright in Visual communication, pp. 516–537, 2014). We invite thoughts about the impact of space, time and place on children’s experiences. Hence, our concept of design moves beyond literal ideas of ‘built spaces’ grounded in affluent, urban, resource-rich and technologically advanced backgrounds. Instead, we describe ‘fluid spaces’ of culturally sensitive praxis supporting creativity and the arts in early childhood education. It also addresses interpersonal and multimodal relationships and philosophical perspectives derived from the East and the West. With examples of a young child’s graphic-narrative-embodied artful play, we present strategies for educators, universities, and outreach organisations to collaboratively create spaces and praxis that include children’s voices and nurture creative meaning-making through art in any context and at any time.