How teachers relate to listening to music in the first age period

Listening to musical content plays a significant role in a child’s musical, esthetic, intellectual, moral and physical development. For these reasons, it is important for children to be exposed to and listen to a variety of quality music, which for the most part depends on the teacher. In the theoretical part of the thesis I presented the activity of listening to music, where I focused on systematically and actively listening to music. I was interested in the impact of listening to music on the child and the child’s activities while listening to music. I continued with musical skills and abilities, the development of which is a lengthy process. This area represents the result of the activity of listening, performance and creativity. I also defined the musical education curriculum, where music falls within the scope of art and in conjunction with other arts, shapes the holistic development of the child's personality. In the empirical part, I identify the views of teachers and their attitude towards listening to music. The results suggest that in the majority of preschools, music is present on a daily basis and that teachers often choose to play music as a base for other activities. Teachers most often planned musical activities in relation to the objectives they wanted to achieve and in synergy with musical and extra musical activities