This paper reports the findings of an inquiry into the role of visual arts in early childhood education. The inquiry consisted of three parts: (1) a review of documented practices of and literature about art in early childhood education; (2) a field study that investigated the place of art activities in 10 preschool and nursery school settings in the Milwaukee, Wisconsin area; and (3) a study that consisted of interviews with caregivers and teachers of 605 young children. Results of the studies indicated that day care centers and nursery schools gave strong support to art experiences, parents of children in the centers studied showed interest in children's art activities, and there was a relationship between children's attendance in day care centers or nursery schools and their academic performance and drawing ability after they entered public schools. It is concluded that there is a critical need to broaden the base of practice in visual arts education, that the role of the visual arts specialist in the primary grades must change, and that further research concerning the role of visual learning in young children's development is needed. (PM)