We investigated the understanding of the role of instructional visual aids in shaping the learning experiences of both national and international children among early childhood education teachers. To achieve this objective, a meticulously crafted questionnaire incorporating visual elements such as pictures and drawings was administered to a randomly selected sample of 220 participants. The instrument underwent rigorous validation procedures to ensure its reliability. The finding of the study highlights a prevalent misinterpretation among early childhood education teachers concerning the nuanced functions of visual aids in children's learning. Many educators mistakenly perceive visual aids merely as conduits of knowledge, overlooking their broader potential as instruments for nurturing children's knowledge, skills, and attitudes. Results show that although no statistically significant differences were observed in participants' responses based on their academic qualifications, a noteworthy disparity emerged in relation to training experience. Teachers lacking specific training on the role of visual aids demonstrated a more nuanced understanding, implying that formal training may impede rather than enhance the recognition of the potential of visual aids in children's learning. These findings underscore the necessity for targeted professional development initiatives aimed at fostering a comprehensive understanding of the multifaceted contributions of instructional visual aids in educational settings.