Art Therapy for Kindergarten Children in the Israeli Education system: the Perspective of Creative Art Therapists

Abstract

Art therapy uses creative visual expression to foster emotional and social development in children aged 3–6. Its effective implementation in early childhood depends on multiple factors related to the child, the therapist, the school, and the broader environment. Among these, the therapist’s role is central, as their approach directly shapes therapeutic outcomes. Despite increasing interest in art therapy for young children, limited research has examined how therapists apply and experience it in educational settings, particularly in Israeli kindergartens. This study explores the perspectives of 15 creative art therapists working in such contexts to identify their challenges, practices, and the factors that facilitate or hinder therapy. Using a qualitative, descriptive–interpretive design with thematic analysis based on semi-structured interviews, the findings reveal varied experiences among therapists. The results highlight the importance of supportive school environments, collaboration with educators, and specialized professional training to enhance the effectiveness of art therapy in early childhood education.