INTRODUCTION

The study deals with music in the preschool's activities in relation to the vocational role of preschool teachers, as well as the approach and attitude towards music teaching.

BACKGROUND

In the background of the study, the significance of music for children's development and learning is presented, where a previously relevant research is presented in relation to the own subject. Several studies that have been done earlier are based on the preschool teacher's methods in music teaching. In several studies, the socio-cultural theory emerges as a basis in relation to the purpose and questions of the study.

METHOD

The study has a qualitative method as a starting point where interviews have been used as aids. All facts and information were brought together and characterized and evaluated to see relationship and structure. Six preschool teachers were interviewed at three different preschools.

RESULTS

In the study's result, it is stated that preschool teachers relate music to joy and community, above all. It resulted in only a few preschool teachers watching music as a special subject. Most of the preschool teachers believe that music is a tool for learning in other subjects. All respondents describe that most music activities are orthodox. Majority emphasizes that music education where the doctrine of music is in focus does not exist. Only a few use music education where music skills stand as a fundamental aspect of the business.