Music education is an unavoidable part of any quality preschool curriculum for the full development of the child. This fact is recognized in the Waldorf and Montessori pedagogical approaches, as those that respect the child in its entirety and take the child's developmental needs into account. The main theme of this master's thesis is a comparison of music activities conducted at Waldorf and Montessori preschools. The analysis of the diverse literature has revealed a marked difference in the approaches to music education of preschool children, as well as activities that are carried out with children in the daily pedagogical work in kindergartens. Waldorf kindergartens carry out activities of hearing sensation using natural materials or materials from the child's immediate environment, making sounds with their own bodies as an instrument (snapping their fingers, pounding their feet), singing songs in pentatonic scales, and using musical instruments to a lesser extent and serving only as a means of getting to know the sounds. The role of music is to create an atmosphere and enrich everyday activities and is also used as part of eurhythmic lessons. In addition to handling classic Montessori sound and tone materials, Montessori Kindergartens allow the use of a variety of "common" instruments and play audio through a variety of sound carriers, while any modern means of music reproduction is not recommended when working with children in Waldorf kindergartens. What is common to the Waldorf and Montessori approaches to music education for pre-school children is the importance of hearing sensitization and the role of the educator as a motivator in starting music activities, and the fact that the educator needs to have a nice singing voice.