Arts is an integral and inevitable part of human life. As such, arts education has to start at an early age for sustainable learning and development. In this chapter, we state that arts are creative tools that turn the wheel of early childhood education. In the first part of the chapter, we introduce our conceptions of arts and creativity. As a life force or life, itself, creativity sees the sense of unity, diversity, potential, and oneness. Arts (艺术—yishu in Chinese, getsuzhi—in Japanese, seni budaya—in Malay) as a way of life has both reciprocal and restrictive characters. Arts are personal and social, individual yet collective, reflective and ubiquitous, dynamic yet concrete, and so on. Creativity in arts education refers to cultural efforts to create infrastructures that are continuous from the existing good and that are open to diverse possibilities in life. In the second part of this chapter, we elaborate four pedagogical processes: Coherence (for establishing frames), concurrency (for developing agency and expression), proximal intuition (for convergence of the social and inner selves), and typicality (for sensitivity and creativity). In the final part of this chapter, we envision a practical framework of arts and creativity in early childhood teaching and learning. We suggest three mechanisms: Knowing change and continuity through change as a method, harmonization as a process, and unity as an ultimate outcome. Implications for early childhood arts education are presented: Conceptualizing within the social practices, connecting the child to the nature, cultivating virtues, values, and feelings, and broadening arts in all-rounded education.