This paper emphasises singing as the most common children`s activity in their upbringing and education. The main focus of this paper is creative singing in the role of children`s spontaneous way of expressing oneself. This analysis deals with the general musical development in children as well as the development of their vocal abilities from their earliest stages in life. Cognitive models of children`s musical development by the authors Gardner, Gordon, Swanwick and Tilman, Serafine and Bamberger point out the specifics of the cognitive musical development in children. The musical-pedagogic access to children`s musical development by the authors Zoltan Kodaly, Carl Orff and Jacques Dalcroz is depicted. This paper focuses on basic musical abilities: melodical and rythmic hearing, as well as more complex abilities such as harmonic hearing, analytic hearing and the ability to heighten their sense of aesthetics and understanding. With regard to creative singing as an activity that implies the child’s creativity and freedom of expression, the musical and creative activities in the early and pre-school age are particularly important, as well as a significant role of the educator in the general and musical-creative development of the child. Songs have an extraordinary meaning for the versatile development of the child. Singing as a musical activity occupies an important part of music education during pre-school age and has a vital role in music education in general, but especially in kindergarten. By analysing the methods of singing by authors Gospodnetić (2015) and Voglar (1989), it is concluded that it is very important to encourage creative and musical activities from the earliest age. Also, Voglar clarifies and emphasizes spontaneous creative singing as the most important method of singing in early and pre-school age.