The following study reflects and explores the dynamics of aesthetic experiences within drama improvisations. This arts-based research was carried out in Hong Kong with six Cantonese children who were aged 3-5 years. Data were collected from the video transcripts of five workshops and the researcher's own research journal. Two significant milieus were observed: "switching in-between roles" and "intuitive creativity is not talkback." I argue that because each of these two milieus provide the foreground for the complex -- and at times contradictory -- nature of children's aesthetic experiences where Deleuzian power is at play, opportunities arise for both, challenging the traditional adult--child power relations, and in so doing, educators can be able to reconfigure and reconceptualise teaching goals and practices, both generally and specifically, within the context of early childhood education.