Responding to children's natural interest in creating art, early childhood educators have historically given the visual arts an honored place in the curriculum. Even in the 1980s and 1990s, as the push for earlier academic skill development increased, art continued its centrality in programs for young children. This chapter offers teachers theory and research to support the inclusion of art in the curriculum. The chapter begins with an overview and critique of the theories of children's art, including developmental, cognitive, psychoanalytic, and perceptual theories. The chapter then discusses the implications of the different theories for teaching art to young children. Theories and direct action are discussed, including the selection of artistic materials, art content, and teaching strategies. The chapter also considers the impact of societal forces in questioning the role of visual arts for young children, values inherent in art instruction, and the use of technology to integrate art into the total curriculum. (Contains 66 references.) (KB)