A child's musical-creative process starts from its birth through the exploration of sounds and silence. It is important for a child to create, to build and to be motivated, what is more a child has a constant need for that. It is known that through child's participation in musical activities and its increasing interest for music, a child solves mathematical problems faster, develops emotional intelligence and also it develops skills such as communicational skills, emotional skills, social skills, motor skills and intellectual skills. As to ensure that a child develops musical competences it is vital to provide quality stimulus as well as musical activities which an educator can plan, but more often than not those activities provide themselves spontaneously through play. A part from quality material preparation, a big part of a child's musical development is the environment in which a child learns, develops, connects and perfects musical competences. Each child has qualities for musical activities, and an educator should develop a child's musical abilities in a manner which creates an optimal musical passage. An educator is expected to be a part of a constant lifelong learning of the musical methodology which enhances the modern roles in education. The main goal of musical activities, which are explained in detail in the further text, should firstly be oriented at the development of child's hearing, creativity, motor, memory, insight, the feeling for musical esthetics and group performance, empathy for other children. A child which freely states its opinion, ideas and emotions via music enhances its own self-esteem and lets the music bring a feeling of happiness, satisfaction and joy. The research was meant to deduce which musical-creative activities educators conduct in their work, how often they conduct and encourage them, which content they use for the implementation of musical-creative activities and to define how well they match the statements that claim the importance of musical activities. The research results indicate that educators listen to children and their ideas, and use their interests in designing music activities. Educators agree that music influences children's overall development and accordingly carry out music activities on a daily basis, most often listening to music.