This study examines how music can function as a pedagogical method in preservice early childhood teacher education, rather than as an isolated subject. Drawing on classroom observations, teaching materials, and reflective writings, the study explores how preservice teachers integrated music into their teaching practice.

The findings indicate that music supported teaching competence in several practical ways. First, music helped preservice teachers organize teaching activities more coherently, particularly in managing transitions and classroom routines. Second, music facilitated teacher–child interaction by supporting participation and shared engagement in classroom activities. Third, reflective analysis suggests that the use of music encouraged preservice teachers to think more carefully about the relationship between teaching decisions and children’s learning responses.

From an educational understanding perspective, the study suggests that music can serve as a mediating means through which preservice teachers connect pedagogical intentions with classroom practice. The findings highlight the value of integrating music as a method of teaching within early childhood teacher education programs.