This study aims to examine the views of early childhood educators working in both public and private educational institutions in Turkey regarding the use of music. The research seeks to understand the current status of music activities, the importance attributed to musical activities in the planning and implementation processes, the integration of music with other disciplines, and the contributions of activities to the development of creativity and musical skills. To achieve this, teacher opinions were collected, and a comparative analysis was conducted with the results of previous studies. The research was limited to 24 early childhood educators (Pre-school Teachers/Child Development Specialists) working in public schools and private educational institutions located in 12 regions classified according to the statistical regional classification of Turkey, focusing on regions with the highest population density. Given the detailed examination of specific situations in the study, it is characterized as a case study. Data were collected through semi-structured interview forms created by the researchers and conducted using the "Zoom" system via email, telephone, or online platforms after obtaining permission. Direct quotations from participants were coded as follows: participants from public schools were coded as (PST - Participant Public School Teacher): PST1, PST2, ..., PST12; participants from private educational institutions were coded as (PET - Participant Private School Teacher): PET1, PET2, ..., PET12. The data analysis involved categorizing the opinions of participating early childhood educators considering deductive and inductive analysis processes, creating various categories and sub-categories, and conducting content analyses. The findings indicate the importance of music activities in education and the need for teachers to consider students' individual characteristics in the planning, implementation, and evaluation processes of these activities. Teachers in public schools encounter difficulties in conducting music activities due to limited materials and resources, while teachers in private schools benefit from more support and resources. The research also suggests that family involvement is more effective in private schools and positively contributes to children's educational process. The results provide various recommendations to strengthen early childhood music education, including increasing the number of music teachers, addressing material shortages, and encouraging family involvement, emphasizing their potential contribution to future research and music education practices.

Early childhood education, music activities, educators' opinions