Children are born with certain predispositions to the development of musical abilities, and to what extent these abilities develop depends on the environment in which they grow up and on their own alertness. Research has shown that children of early and preschool age are more flexible and that they have a less skeptical approach to unknown music than older children. It is therefore necessary to enable children to be in frequent contact with music and with as many pleasant aural experiences as possible from age one onwards. By doing various musical activities, singing songs, playing musical games and listening to music from the earliest days of a child's life, it is possible to influence the development of the child’s musicality, as well as his overall development. Music enriches children's emotions, develops a sense of beauty, and affects the development of musical, intellectual and physical abilities. As children are exposed to the sounds of audiovisual media on a daily basis and are flooded with different music genres and with music of unequal value, the role of an educator is to know how to choose the right piece of music for children to listen to and devise a methodical procedure that will intrigue children. Educators can use the following four modes during the activities of actively listening to music: images or art works made out of various materials, movement, dramatization, and a song or a composition embedded in a story. The aim of this paper was to recognize the importance of exposing children to quality music and to understand how to familiarize them with music in an interesting way. For this purpose there are practical examples for each of the four teaching methods designed and described in detail in the second part of this paper.