The purpose of this graduate work was to analyze musical activities in the Idrija kindergarten. In the theoretical part we present the field of art in the Curriculum for kindergartens, global goals, role of adults, the principles of preschool music education, examples of musical activities
for first and second age period, musical activities (music playing, music listening, music creation) and musical activities planning. In the empirical part, we used a sample of 29 kindergarten teachers to discover how often teachers in the Idrija kindergarten practice musical activities in the first and second age period, which musical activities and contents they use, or whether the representation of musical activities between the first and second age period differs. We were also able to find out what teachers think about their professional in didactic skills and if teachers’ music-oriented activities of interest impact on frequency of musical activities in kindergarten. The results showed that teachers practice musical activities as an independent
musical activity on average once a week. We found that eachers in both first and second age period most often use music playing. Representation of music playing, music listening and music creation is greater and more diverse in the second age period. Educators mean that they are not enough professional and didactically qualified in the music area. We found out that teachers who attend musically oriented activities of interest in their free time more often practice musical activities in kindergarten.
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