Abstract
The D.E.S. report, Music 5‐16 (1985) makes explicit the need for all children to have experience of and develop specific musical skills and concepts through musical activity. This paper investigates the processes involved in helping young children begin to acquire concepts ranging from melody ‐ duration, and the development of appropriate skills in relation to this. It is maintained that while experiences can be provided to help children develop musical concepts, it is not always possible to define the way in which children actually assimilate these. It is concluded that while children are involved in musical skills and activities that aid concept development, it is the enjoyment and experience of the music itself which should be predominant.
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