In the teaching of non-literate children, between 4-6 years old, studies indicate the need for coordinated support between family and specialized teacher. Intrapersonal and environmental aspects contribute significantly to musical development, and student engagement depends on certain conditions being met. The role of parents, essential motivators of consistent practice, stands out. Family involvement is crucial for a child’s success in all areas of education, especially in music, that requires strong and continuous dedication. Research demonstrates that the effect of parental involvement is most evident during the initial stages of learning, gradually decreasing as the child develops independent study routines. Positive relationships between teacher and student, combined with parental participation in guided practice sessions, foster greater enjoyment of music and consistent musical progress. Considering the Brazilian context, there is a clear lack of systematization of skills and procedures that specifically support effective ways of organizing formal violin teaching and learning in the early stages. Consequently, some central questions arise: which musical skills can be developed at this age through teacher guidance and parental support? What are the effects of the presence or circumstantial absence of such support on children’s learning processes? In terms of skills, what qualities are necessary to foster instrumental development? Through which activities are behavioral skills cultivated in musical contexts? And how might such skills be related to motor, cognitive, auditory, emotional, social, and motivational ones? This research aims to investigate the dynamic nature of violin learning skills that can be developed through coordinated support between parents and a specialized teacher, considering children’s developmental specificities. The study adopted a longitudinal multi-case approach, with an intentional group composed of four non-literate students in different stages of initial violin learning. The participation criteria were: (i) the child must be between 4-6 years old; (ii) not be formally literate (not yet reading or writing fluently); (iii) parents must agree to participate in person in the individual violin lessons; and (iv) commit to providing weekly reports on the children’s guided practice routines. Research techniques included recording learning products in class (audio and video), documenting guided practice through parental completion of a checklist, and conducting semi-structured interviews. Data collection occurred over three months, with the checklist completed weekly and lessons recorded every two weeks. The study was approved by the Brazilian National Ethics Committee. Preliminary analyses demonstrated that family involvement tends to be essential for the musical development of children learning the violin.