When children encounter visual arts within early childhood education, a variety of purposes and didactic goals come into play. Educators may aim to teach about arts and artists or introduce art-related methods. Alternatively, they want to encourage children to encounter and develop engagement in visual arts by following children’s cultural trace-making, material expressions, and visual and bodily voices out of these encounters (Bendroth Karlsson, 2017; Magnusson, 2021). The latter approach is central to the research presented here. This study draws on data from 22 preschool teachers’ planning and implementing visual arts projects, including integrating digital technology within Swedish preschools. The study has multiple aims: How are children introduced to visual arts, and how do they engage in the arts? What matter, technology and materials are they engaged with during these encounters, and what bodily, material and cultural expressions do they create? The analysis unfolds in two stages: first, through thematic categorization, followed by a deeper exploration of intra-actions (Barad, 2007) that emerge in-between children, their bodily and aesthetic expressions, and the materials, technology and matter in play. This ongoing study aligns with the conference’s theme insofar as children’s participation and expressions while engaging in visual arts are seen as cultural and material expressions.