This paper presents the findings of a study examining the beliefs of educators (N = 420) within the Early Childhood Education (ECE) system regarding the importance of music in the lives of young and preschool-aged children. The research was conducted using an online questionnaire distributed via the snowball sampling method. The study employed the Music Beliefs Questionnaire (Barrett et al., in Front Psychol 10:724, 2019), supplemented with independent variables such as age, work experience, and musical preferences. The findings confirm that years of work experience are a significant predictor of educators’ beliefs about the importance of music in the lives of young and preschool-aged children. No differences were observed in the evaluation of music’s importance based on educators’ level of educational qualification; however, additional music education emerged as a significant predictor. Educators with a background in music education and those who attend musical events more frequently place greater value on the role of music in the creative and cultural development of children. The paper discusses the implications of these findings for the design of music-related courses in higher education, as well as for the content of lifelong learning programmes for early childhood educators.
