Four young Australian children participated in research in which they shared their photographs and narratives of art experiences in their homes, early childhood centre and school. Drawing on Dewey's theories on art as experience, this article analyses some of the ways these 4- and 5-year-old children enjoyed satisfying art experiences, primarily in their homes, that moved them beyond mere recognition of their physical and graphic worlds to deeper perceptions that connected ideas, emotions, art media and people. Acknowledging and responding to children's perspectives on art experiences prompts pedagogical recommendations including provision of art experiences around children's personally relevant inquiries; introducing new stimuli that build rather than disrupt their explorations; providing children with a sense of purpose and audience for their art and supporting children's agency with regards to accessing art materials and ongoing projects. How structured time promotes or constrains perceptive and satisfying art experiences warrants consideration, as does the promotion of supportive and responsive interpersonal relationships between children and adults.