A phenomenographic study by interceptions from preschool teachers about their work with music in music-oriented preschools. The purpose of this study is to contribute with knowledge about how preschool teachers understand music as a concept in the Swedish preschool's curriculum as well as how they integrate music in the daily activities with the children. Our intent is also to highlight their different methods, pedagogical approaches and how music can bring learning and development to children. We have an interest of examining these approaches once we have identified researches concerning about music in preschool education being used mostly for instrumental learning orientation rather than aesthetic orientation.

The theoretical starting point of this study is Vygotskian sociocultural theory. The method that we used to gather empirical data is semi-structured qualitative interviews. Three preschool teachers from different music-oriented collaborated to this study. We have performed phemenographic data analysis of the interpretations of our respondents and created different categories of our data. The descriptions of these categories are presented summarized in theresult of this study.

From our research has it become apparent to us that music in the examined preschools is integrated in many various ways and moments and the way music is integrate in the daily activities in those preschools do not differ significantly. The result shows that music not only being used as learning tool to other subjects but also as a support to aesthetic experience. Music also appears to be a community builder, a promoter of emotional senses and skills development.