ISME PresentationThe conference theme is “Unity in Music Education: Building Bridges for All”. Music has long been a universal language that transcends cultural, social, and political barriers, fostering empathy, understanding, and connection among people of different backgrounds. In today’s world, where divisions continue to grow, the conference theme serves as a powerful and necessary statement against these divisions. By embracing inclusivity in music education, we equip future generations to appreciate diversity, collaborate harmoniously, and challenge prejudice through shared creative expression. This conference highlights the need to use music as a bridge, bringing communities together and promoting a more just and compassionate society.Bridging Cultures, Fostering Inclusion: Musical Pathways for Inclusive Preschool LearningAbstractThis presentation explores how music functions as a bridge between families and schools in early childhood education. The research is based on a comparative mixed-method study between Taiwan and the Netherlands that focused on musical parent-child and educator-child interactions. Data was collected from 12 Taiwanese and 12 Dutch caregivers as well as from 12 Taiwanese and 12 Dutch professionals in early childhood education through surveys and semi-structured interviews.The outcomes show that while Taiwanese and Dutch families equally often engage in home-based music activities, the social structures of the interactions differ. Taiwanese families prone to include multiple generations, creating interwoven networks of cultural transmission, whereas Dutch families emphasize the dyadic parent-child bond, often supplemented by community music workshops, such as ‘Music on the Lap.’ Despite these differences, caregivers in both countries highlight the role of music in strengthening emotional bonds and fostering children’s joy, identity and social skills.Educators in both Taiwan and the Netherlands appreciate music as a vehicle for learning and belonging. Taiwanese educators reported more structured collaboration with parents. They more often integrate home-repertoire in their classroom practices. Educators in the Netherlands favored more flexible, community-based approaches. They emphasized inclusivity through shared workshops, and diverse repertoires. In both countries, children were observed bringing family songs into schools, which underscores the role of music as cultural and emotional connector.To interpret the results of the research the attachment theory, cultural-historical activity theory, and Bronfenbrenner’s ecological systems model were used. The study shows that music operates simultaneously at diverse levels: the microsystem (parent-child interactions), the mesosystem (home-school collaboration), and the macrosystem (cultural values). Both the approaches in Taiwan and the Netherlands show complementary strengths for fostering inclusion through music.In relation to the conference theme ‘Unity in Music Education: Building Bridged for all’, this study demonstrates how music in the early years can counter division by affirming diverse identities, promoting empathy, and creating shared spaces and belonging. By intentionally integrating home repertoire, structured family-school partnerships, and inclusive community events, early childhood educators can design learning environments in which every child’s background is valued.Keywords: Cross-Cultural Comparative Study, Home-School Musical Collaboration, Early Childhood Development, Music and Social-Emotional Learning, Taiwan and The Netherlands