This paper will be looking at the philosophy of Deleuze and Guattari and conceptual formation in artwork. These philosophical concepts require an act of imagination in the reading, as the child is seen being-in-the-world, which implies a thinking, sensing person responding to people and their environment in ways that are not explainable yet commonly felt. While some philosophical concepts are quite straightforward to comprehend, others require effort. Yet Deleuze and Guattari’s work, as employed in early childhood, envisions the child and the teacher in a dynamic fashion to reveal alternative and powerful ways to think of the child and teacher and to enhance the experience of being for both. This paper explores how children’s engagement with art can become so much more than representation of what already is.