This book aims to study the methodological possibilities of music education for early childhood education, while discussing the role of the school as a space for appropriating this systematized knowledge and the presence of music in this space as a force for human expression, development and language. Music is as important a language as written language and therefore needs to be accessible so that children can appropriate, act and expand musically.

In the intervention activities, the children interacted significantly with sound qualities, rhythmic initiation and the perception of sounds. As such, the child's relationship with music is built procedurally and its inclusion in early childhood education enables qualitative experiences of appreciation, reflection and creation, depending on the methodology presented in the work with the children.

This research inspires the need to design and develop coherent pedagogical proposals for different age groups in the process of formal education in the area of musical and artistic knowledge. .