The aim of this paper is to raise awareness of the importance and influence of rhythm as an element of music on children in their early and preschool years. Besides being found in nature and various aspects of life, rhythm is also present in music. Rhythm is one of the elements of music related to its temporal dimension. This dimension also includes meter and tempo, which are closely connected to rhythm, often leading to misconceptions. The caregiver plays an essential role in a child's musical education, as a person who motivates, mediates, and sings. In the field of music psychology, there are three groups of rhythm theories: instinctive, physiological, and motor. According to the instinctive theory, rhythm provides us with a sense of balance, and when we observe natural phenomena, we are actually connecting with their rhythms. Understanding rhythm enhances coordination, self-regulation, auditory and motor functioning. Harmonizing with the rhythms of others, such as breathing and heartbeats, positively affects empathy, a sense of togetherness, and understanding of others' emotional states. The first encounters with rhythm begin in the prenatal period, and in infants, their reaction to rhythm and changes in rhythmic structure can be recognized. As children grow towards school age, they increasingly understand and perceive music, especially when they start acquiring basic musical concepts. For children with language disorders and dyslexia, rhythmic stimulations are crucial as they help improve language abilities. These rhythmic stimulations use visual prosody, involving the mouth, cheeks, jaw, and head movements. This paper will also present suggestions for promoting rhythm development in children, from playful activities in the earliest stages to performing songs using percussion instruments.