Early childhood music education in Jamaica, in general, exists in isolation from the island’s musical traditions, which have been instrumental in shaping its unique identity and have had a significant global impact. This research explores the societal impact of Jamaican popular music between the twentieth and twenty-first centuries, along with the historical significance of folk forms dating back to the nineteenth century, to disrupt the coloniality that lingers in teaching and learning practices that need to be unlearned within early childhood education. When we engage young children with the music of their culture, we are affirming the richness of their Jamaican heritage by challenging exclusionary and oppressive educational practices. Jamaica's vibrant popular music and folk forms have the power to foster a deep sense of cultural pride and identity in children. The popular music culture of Jamaica has been instrumental in creating a common sociocultural musical identity that empowers, creates solidarity, and instills pride, all the while challenging corrupt and dehumanizing systems of oppression. Folk forms have been instrumental in preserving the African cultural memory, while reggae’s global voice sparked outcry against injustice and miseducation. Music has been instrumental in resisting cultural erasure and sustaining identity across generations in Jamaica and the wider Commonwealth Caribbean. This research asks the questions: 1. To what extent do early childhood curricula documents recognize and reflect the cultural identities and musical expressions of young Jamaican children? 2. To what extent are Jamaican popular music and folk forms included in early childhood curricula? This research is grounded in Sociohistorical Identity Formation Theory, known as Caribbean SHIFT and Black Feminist Theory. This theoretical framework centers on the unique “diaspora cultures” (Jessop, 2021, p. 74) and creative survival mechanisms specific to the Caribbean region. Caribbean SHIFT (Jessop, 2021) provides a lens for examining identity through the historical context of colonialism, migration, and cultural hybridity, while Black Feminist Theory bolsters resistance, advocacy, and validation of marginalized knowledge and perspectives. These theories address the coloniality embedded in education and the need for culturally sustaining pedagogies that transform and culturally affirm the identities of young Jamaican children.