Cancer in childhood is not just a physical disease, but a multidimensional experience that can change a child's perception of self, body, security, relationships, and the future. From a psycho-oncology perspective, the experience of illness is shaped by the interaction between biological, psychological, familial, and social factors, and a cancer diagnosis may be associated with fear, ambiguity, detachment from the familiar environment, and a decreased sense of control for the child. Medical interventions such as surgery, chemotherapy, radiation therapy, and frequent hospitalizations can also create significant psychological stress, and the child does not always have the ability to express his or her emotions and concerns directly through language. In this context, art therapy can provide a non-verbal platform for expressing difficult feelings, thoughts, and experiences. Painting, coloring, collage, sculpture, art play, and visual storytelling are some of the tools that can be used appropriately for the child's age and ability. The theoretical foundations of this approach are based on the importance of non-verbal communication, play, creativity, emotion regulation, and the symbolic representation of inner experiences, and the child can represent the experience of the illness in a visible and conversationable format through artistic activity. In this process, the psycho-oncologist assesses the child's developmental, cognitive, emotional, and social status, taking into account the type of cancer, the stage of the disease, the severity of the treatment, and his physical condition in designing the intervention. The goal of art therapy is not simply to produce a work of art, but to create an opportunity to communicate, express, process, and organize the experience of the disease. The child can express emotions such as fear, anger, sadness, loneliness, hope, and worry about treatment in a way that is appropriate to his developmental capacity, and this process can help the specialist identify the child's psychological needs. Art can also play a role in reconstructing body image, as changes such as hair loss, weight loss, surgical scars, and other treatment outcomes may affect a child's perception of the body and personal identity. Artistic activity can foster a sense of agency and control by allowing them to choose color, subject, tools, and mannerisms, which is especially important in a situation where a child has left much of his or her body and treatment decisions to the medical team. A psycho-oncologist can explore a child's personal meaning of illness through a discussion of artwork, but the interpretation of a painting should not be based on fixed and stereotyped symbols, and no work of art alone can be the basis for a definitive diagnosis of a psychological disorder. A more accurate understanding should be based on a combination of clinical observation, dialogue, psychological evaluation, and medical information. One of the important applications of this approach is to support the child in reducing the psychological distress associated with the treatment process; art can help the child express their concerns about medical procedures in a more manageable manner and facilitate their communication with parents and members of the treatment team. Parents can also get to know some of the child's emotional concerns and needs and provide more appropriate support through observing the child's work. In a hospital setting, artistic activity can take part of the treatment experience out of a purely medical state and provide an opportunity to experience creativity, play, and connection. In the course of chemotherapy and other treatments, the intervention should be coordinated with the child's energy levels, pain, fatigue, and physical condition, and short, flexible activities may be more appropriate for some children. Group art therapy can also strengthen social connection, a sense of belonging, and reduce a child's isolation when appropriate, although individual differences and the child's preference for individual or group activity should be taken into account. Other uses of art include facilitating the emotional processing of difficult experiences, strengthening coping skills, and identifying sources of psychological support. The child can discuss his or her sources of coping through the creation of images related to hope, future, empowerment, or supportive personalities. However, the psycho-oncologist should not pressure the child to express content that he or she is not prepared to face, as the principle of psychological safety must be maintained at all stages of the intervention. The family is also an important part of the psychosocial system of a child with cancer, and if possible, joint artistic activities can create opportunities to strengthen the emotional connection between the child and the parents. Effective implementation of this approach requires collaboration between the psycho-oncology, oncology, psychologist, art therapist, nurse, and family so that the intervention is in harmony with the child's medical condition and psychological needs. Despite the significant capacities, art therapy in pediatric psycho-oncology faces challenges such as differences in the method of implementing interventions, heterogeneity in the number and duration of sessions, differences in artistic tools, and methods of evaluating outcomes. The limited sample size of some researches, cultural and developmental differences in children, and the difficulty of controlling the factors affecting the response to the intervention are also important limitations in this field. Physical conditions, the severity of treatment complications, and the child's level of cooperation can also affect the feasibility of implementing the intervention, so a fixed program is not suitable for all children, and interventions should be individual-centered, flexible, and tailored to developmental stage and clinical conditions. Future research can more accurately investigate the effect of art therapy on psychological distress, emotion regulation, body image, quality of life, and adaptation of children with cancer using larger samples, more rigorous research designs, and validated tools. It is also important to investigate the long-term outcomes to determine the sustainability of the effects of the intervention. Art therapy can be used as a complementary intervention in psycho-oncology from diagnosis to treatment and rehabilitation, helping the child to better express, process, and reconstruct the experience of the disease. In this view, art is not merely a means of entertainment, but can also act as a communication and psychological language between the child, the family, and the treatment team, providing the ground for maintaining identity, a sense of control, connection, participation, and psychological adjustment. Reconstructing the child's lived experience does not mean eliminating the suffering of the disease, but it means providing the conditions in which the child can experience and narrate the experience of cancer in a safer, more meaningful, and appropriate framework in addition to medical treatment.