Establishing a curriculum for painting art projects within the Montessori education model is imperative for fostering objective practice conducive to social development. Through this investigation, we employ theoretical research methodologies to scrutinize the contextual nuances, program dynamics, and influential factors shaping the implementation of art projects in early childhood classrooms catering to children aged 3 to 6, harmonizing with the Montessori educational ethos. Utilizing the collaborative autoethnography method (Chang et al., 2014), we delve into experiential insights from practical educational pursuits. Preliminary findings indicate the efficacy of art education for this age group, underscored by key aspects including 1) The harmonization of theory and practice throughout program development and implementation; 2) the formulation of precise program framework implementation strategies; 3) the provision of comprehensive providing assistance and direction in selecting art projects and activities for preschool educators. These research outcomes offer a novel perspective on the symbiotic relationship between theory and practice, thus fostering the adoption of innovative methodologies in preschool education within the Vietnamese context.