Music and various sounds are integral part of everyday life and thus affect man. Children are already experiencing music before their birth, and later it is integral part of their development. Given that music has mental and physical effects on human, it is worth paying attention to creation of quality and stimulative music environment for the child. In the end of the 19th and during the 20th century numerous pedagogical and musical pedagogical guidelines were established, whose principles are still applicable in modern educational practice and contribute to its advancement. Dalcroze Eurhythmics, Suzuki Method, Kodály's Concept of Music Education, Orff Schulwerk, Functional Music Pedagogy and Waldorf and Montessori Pedagogy are just some of the most important pedagogical approach in the general and musical education of the child. The purpose of this paper is to present the principles and ideas of the mentione pedagogical and musical pedagogical concepts and their representation and applicability in the conduct of music activities in modern educational practice. It was concluded that the center of development of contemporary practice should be a child who is allowed to research, improvise and self - constructing knowledge through the game. In this respect, a competent educator will be crucial in respecting the child's individuality and interest. To achieve a high level of quality of practice and maintain such quality and compliance with contemporary knowledge, it is important for the educator to have lifelong learning. In conducting music activities in work with children of early and pre - school age, it is expected that the child's inherent potential will be stimulated from the children's first musical encounters.