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Art therapy is increasingly used in early childhood education to support children’s emotional, social, and psychological development; however, kindergarten teachers’ perspectives remain underexplored. This qualitative study examines teachers’ views on the application and impact of art therapy for children aged 3–6 in Arabic-language public kindergartens serving Arab citizens of Israel. Fifteen teachers with direct experience in art therapy programs were purposively selected. Data were collected through semi-structured interviews and analyzed using consensual qualitative research and thematic analysis. Findings indicate that art therapy enhances emotional regulation, self-expression, communication skills, and self-confidence. Teachers also reported challenges related to training, coordination, time allocation, and resources, and suggested strategies to improve implementation and sustainability within contemporary inclusive early childhood educational settings globally.
Khalifa et al. (Mon,) studied this question.