Increasing empirical evidence indicates that engagement in the arts positively affects children’s development and learning. In early childhood education (ECE) settings, the arts provide powerful avenues for children to express and communicate their feelings, emotions, ideas, questions, and perspectives, especially given that young children may not be able to fluently express themselves using a spoken or written language. Moreover, the arts are also powerful avenues for children to develop and express their creativity. Through arts experiences, children can use their imagination, explore the world, and create unique realities with their senses. Preschool teachers around the world are expected to foster young children’s creativity and self-expression through the arts. In East and Southeast Asia, the art forms most included in official curriculum frameworks are visual arts, drama, music, and dance. Research shows that these art forms foster specific cognitive, socio-emotional, and/or motor skills and contribute to developing children’s creativity and self-expression in unique ways. The first section of this chapter reviews these developmental benefits. In the second section, we define the art forms of visual arts, drama, music, and dance, and further elaborate on why these are important for children’s development and learning. For each art form, we provide examples of the most common types of developmentally appropriate activities that preschool teachers can implement in their classrooms. The content of this section is based on arts-related practices and approaches identified in international literature, which comes primarily from Western societies. Thus, the extent to which such activities can be implemented in East and Southeast Asian preschools is questionable. This is because societies in these regions have values, preferences, and priorities that clearly differ from those in the West, and preschools have unique structural and material characteristics and curriculum requirements. In the concluding section, we claim that it is necessary for preschool educators in East and Southeast Asia to learn how to glocalize art education activities in their own local contexts, in ways that are viable and socio-culturally appropriate. This edited book aims to enhance the pedagogical repertoires of preschool practitioners in these regions, with the final aim of benefiting children’s creative learning experiences in various art forms. The content and structure of the subsequent sections of the book are described.