This paper presents the structure and pedagogical foundations of a community-based early childhood music education project developed at Sesc Maringá (Brazil) in 2024. The project integrates children and their parents in shared musical experiences that emphasize creativity, listening, and affective interaction. Grounded in the theoretical frameworks of Childhood Sociology and Musical Parenthood, the study explores how intergenerational musical practices contribute to children’s autonomy, imagination, and cultural participation. Adopting a qualitative and ethnographic approach, data were collected through participant observation, field notes, audiovisual recordings, and reflective conversations with families. The analysis focused on four central dimensions: autonomy, listening, corporeality, and affectivity. Results indicate that the coexistence between adults and children in musical settings fosters creative dialogue, strengthens emotional bonds, and transforms the learning process into a collaborative act of co-creation. The project’s pedagogical approach, based on humanizing and creative music education principles, reveals that musical learning can serve as a relational and aesthetic experience rather than a technical goal. Furthermore, Sesc’s institutional commitment to art and education demonstrates the potential of cultural institutions to promote inclusive and community-oriented music education. The study highlights the importance of recognizing children as cultural agents and families as active participants in musical learning, suggesting new pathways for humanizing practices in music education.