This research theoretically examines the pedagogical role of arts and crafts activities in early childhood (ages 3-6), focusing on two main dynamics -the formation of cultural identity and the development of aesthetic perception- in a manner distinct from common reductionist approaches. Art is not merely a psychomotor tool; from a Vygotskian perspective, it is a “psychological tool” through which children adopt cultural symbols, stories, and values, developing a sense of ‘self’ and “we.” Simultaneously, handicrafts, in light of Deweyan philosophy, constitute a process-oriented field where sensory awareness (aisthesis) is developed by offering a “holistic experience” rather than passive “aesthetic education.” The main argument of the article is that these two processes interact with each other: the child’s aesthetic evaluation is largely determined by the rules of the culture in which they live, explained by Bourdieu’s term “habitus.” Consequently, crafts are an important educational tool that connects the child’s personal aesthetic experience to the collective memory to which they belong. This analysis suggests that teachers should abandon the use of “templates” and a superficial “tourist approach,” and instead actively incorporate cultural context into the artistic process.

Cultural identity, aesthetic perception, kindergarten, handicrafts, art education.