Art learning in early childhood education often emphasizes art-making activities, while art viewing and appreciation experiences receive less attention. However, art encompasses more than mere creation of a product; it entails understanding and communicating with symbolic languages while developing a sense of aesthetics. Before we can use art to express our creative ideas and feelings, we must learn the alphabet, vocabulary and grammar of these symbolic languages and become visually literate. Building on the notion of visual literacy (Boughton in J Art Des Educ 5:125–142, 1986), proficiency in ‘reading’ is as indispensable as proficiency in ‘writing’ in arts. In essence, art viewing holds equal significance to art-making. Striking a balance between receptive and productive activities is crucial in art education. Furthermore, creativity needs careful research; gathering information and inspiration is vital during the preparation stage of the creative process (Wallas in The art of thought. Harcourt, Brace and Company, New York, NY, 1926). Art appreciation serves as a gateway for young children to be exposed to new ideas and gain a better understanding and familiarity with visual elements. Art appreciation experiences nurture exploration, self-expression, logical thinking, self-esteem, imagination, and creativity. Therefore, quality visual arts curricula for early childhood education should not only focus on active participation in the creative process, but also provide children with opportunities for encountering art and engaging in aesthetic experiences. This chapter reveals the importance of appreciating art with young children. We share a wide range of art viewing practices in Hong Kong kindergartens: (1) theme-related artworks, (2) picture books, (3) art museum visits, and (4) public art. The shared exemplars showcase the diversity and flexibility of integrating art viewing experiences into the curriculum and everyday teaching. These art viewing practices go beyond factual understanding of the artworks and the artists; instead, they empower children to approach familiar things through a fresh perspective. To foster the habit of slow looking and keen observation in young children, playful and meaningful art viewing experiences are indispensable. We propose the integration of art viewing and art-making experiences as the cornerstone for a comprehensive visual arts education for young children. In the concluding section of this chapter, we discuss keen observation attitudes and skills that foster whole child development. Furthermore, we explore how generalist teachers, such as Hong Kong kindergarten educators, implement integrated art activities within the constraints of limited space and schedules. These insights serve as valuable references for educators worldwide seeking to incorporate similar practices.