The aim of this study is to examine preschool teachers’ views on art literacy and aesthetic experience in early childhood. The study was conducted within the framework of a qualitative research approach using a basic qualitative research design. The study group consisted of 20 preschool teachers working in preschool education institutions in the Karesi district of Balıkesir, Türkiye, during the 2025–2026 academic year. Participants were selected through criterion sampling, one of the purposive sampling methods. The research data were collected through a semi-structured interview form and analyzed using thematic analysis. The findings revealed that teachers’ views were organized under four main themes. Accordingly, teachers mostly defined art literacy in terms of children’s self-expression, production, and noticing visual details. Aesthetic experience, on the other hand, was primarily interpreted in relation to beauty, enjoyment, order, sensory engagement, and environmental awareness. It was also found that teachers demonstrated child-centered tendencies in classroom practices by using open-ended materials, giving children the right to make choices, and focusing on the process. However, teachers were not always able to ground these practices within a holistic art pedagogy. The study further revealed that teachers did not consider themselves sufficiently competent in terms of conceptual knowledge, instructional planning, and creating high-quality learning environments related to art literacy and aesthetic experience. Crowded classrooms, lack of time, limited materials, and parents’ product-oriented expectations were also identified as major structural constraints. In conclusion, the study shows that preschool teachers attach importance to art literacy and aesthetic experience; however, they need stronger theoretical, pedagogical, and structural support in these areas. 

Keywords: early childhood, art literacy, aesthetic experience, preschool teachers.