This literature review explores how musical play functions as both a pedagogical and social-emotional practice in early childhood education. While musical play remains part of the daily curricular focus in primary classrooms, the ways in which children engage in musical experience and interact with peer communities have shifted. The social skills and playground games of children have evolved, incorporating methods of communication such as texting, meme sharing, and using “Tik-Toks” to express emotions (Vaterlaus & Winter, 2021). Koops (2017) declared the need for further research to modify the pedagogies that continue to engage and motivate learners in music education classrooms amidst social development.The social communal aspects of music making have been documented (Dansereau, 2023; Hendricks, 2018). Musical play involves non-verbal communication through improvisation, vocal exploration, instrumental accompaniment, and play-party games involving dance and movement. These practices provide inclusive spaces where students from diverse cultural backgrounds can connect, build trust, and foster a sense of community and belonging.Thram (2012) noted the positive emotional and social connections that evolve from musical play are often observed in classrooms that include educators that foster and facilitate musical experiences (p.194). According to Váradi (2022), such connections positively impact the emotional and social needs of children. Children develop leadership skills when they take turns singing solos or leading activities as self-confidence is built in the process (Dansereau, 2015). Benedict (2022) noted music making provides spaces for students to form friendships with peers they might not normally befriend and allows educators to model how to become more empathetic and work collaboratively by allowing them to communicate non verbally while expressing themselves emotionally and forming connections with peers outside from their own cultural backgrounds (John et al., 2016).Teachers can establish equal power transactions and compassion when focusing on a pedagogy of relationships between children and adults and this equalization of power allows for social emotional connections and trust in the classroom. (Dansereau, 2023). Scholars have conducted many studies that have explored specific ways in which children engage socially. Musical play is an important part in the development of social and emotional skills.