The characteristics of preschool children’s music activities are as follows:

(1) Aesthetics. Early childhood music education is mainly a kind of basic quality education that exerts an overall and comprehensive development education influence on young children through the process of aesthetic infection in music practice activities. Gameplay. Musical activities with a game nature can better attract children to participate in them voluntarily, happily and tirelessly.

(2) Comprehensive. Modern early childhood music education theory believes that comprehensive music education activities are another important condition to help children freely enter the world of music. The comprehensiveness of early childhood music education is mainly reflected in the following three aspects: comprehensiveness in form, that is, the integration of singing, dancing, playing music, acting, and playing; comprehensiveness in process, that is, integration of creation, performance, and appreciation; in terms of purpose Comprehensive, that is, entertainment, learning, and work are integrated into one.

(3) Holisticness. Young children use more emotional, visual, and holistic methods to understand and experience their own world and the external world. Rational, abstract, and analytical ways of thinking and experiencing gradually begin to develop in the late preschool years.

Therefore, whether from the perspective of children or from an aesthetic perspective, it is necessary to enable children to directly face emotional and visual music and dance art works, so that children have more opportunities to directly appreciate or perform music and dance art. The work itself, rather than letting them face more isolated rhythms, intervals, techniques or etudes and other learning materials.