Educational institutions, as one of the main forms of a child's life outside the family, should give equal importance to all areas of the child's development, which is the main feature of the integrated preschool curriculum. Any activity that promotes the development of one dimension affects other dimensions as well. Considering the numerous benefits that music brings to a child's life, it is important to enable him to meet a variety of musical contents already in the first days of his life. As an active being and the subject of his own development, the child shows interest in music and musical elements in his own way already in the first days of life. A child's musical development is part of his general development. In addition to the innate predispositions with which a child is born, the environment in which the child lives is also an important factor. The paper presents the differences in the understanding of the phenomenon of children and childhood in the past and today, the importance of music in human life, and some of the alternative music-pedagogical concepts of the 20th century that start from the point of view that basic music education should be available to everyone. The aforementioned musical pedagogical concepts of the 20th century in the context of an integrated preschool curriculum understand children's musical creativity as an active and natural process, with an emphasis on respecting individuality and supporting creativity with the aim of the child's overall development. Importance is given to the child's creativity itself and not to the products of creativity. As an example of good practice, the paper presents an example of integrated activities of children's musical creativity in an institution of early and preschool education.