Starting from the point of view that music is necessary for everyone, every human being is a musical being, because he has a breathing rhythm, heart rhythm, brain wave rhythm, rhythm we walk, the attention of the work is focused on how the syncretic approach in music is nurtured and recognized in music education. education of preschool children in a kindergarten. According to Goodwin (TEDx Talks, 2013). From birth, the child reacts to musical stimuli, that is, in the first days he reacts to different tones (Starc, Čudina Obradović, Pleša, Profaca and Letica, 2004), listening to stimuli from the environment, developing his auditory and speech world. In the development of the child's musical abilities, it is necessary to use different approaches and methodological procedures that will contribute to the development of the child's musical potential and the development of his overall personality. The aim of this paper is to point out the importance of a syncretic approach to a child's music education. By syncretism is meant the natural connection and uniqueness of the emergence of musical, speech and motor elements in the child's spontaneous musical expression. Improvisation stands out as a fundamental methodological procedure in the field of children's musical creativity that contributes to these values. Creative expression in preschool children has been linked to improvisation as a means by which a child can express his or her creativity. The paper explains the syncretic approach, which cites spontaneous improvisation as a means of achieving a creative experience of music and sound and the first encounters with improvised singing. By improvising, the child introduces himself to the music. By spontaneous expression, children enjoy music because of the music itself, not because of its many structures. Each child possesses individual abilities and capabilities that distinguish him or her from others. It is precisely this diversity through upbringing that needs to be emphasized, preserved and strived to be kept vibrant throughout the entire period of a child's growing up, including in adulthood. Creative expression becomes significant and long-lasting if the child's upbringing takes place in an environment that leads him to the development of a complete personality, in an environment where the child cultivates a love of music, actively experiences it and with his free, spontaneous expression comes new knowledge and skills. The desire to preserve imagination and creativity are often obstacles to institutionalized structures such as school and pedagogical frameworks and curricula, and the pedagogical and didactic procedures of us adults. In order to obtain approximately real results, a questionnaire survey was conducted. Respondents are educators of preschool children with work experience. The study involved 221 respondents, with an average age between twenty-five and fifty years. The research showed that a small number of educators are familiar with the syncretic approach of music education in working with preschool children. Very few educators know about the work of Croatian pedagogy Elly Bašić, and some educators only sometimes use Orff's instruments in the work of conducting musical activities. In order for preschool educators to have more knowledge about the syncretic approach to music education in the future, they should be provided with more education and professional training related to the field of music and musical creativity of preschool children.