Proceedings of the 1984 Music in Early Childhood Conference held at Brigham Young University are presented in this document. Part I contains keynote addresses; Parts II through IV, respectively, consist of reports by research teams, synopses of workshops, and abstracts of research sessions. Keynote speakers addressed a broad scope of issues related to early childhood and music education. Joe L. Frost's paper, "Toward an Integrated Theory of Play," reviewed different theories of play and play environments spanning 3,000 years. David Elkind in "Hurried Children-Stressed Children" warned that hurried children, whether "clock hurried" or "calendar hurried," often become the nation's stressed children. A contemporary state-of-the-art perspective of early childhood music achievements, practices, and research was given by Marilyn Zimmerman. Lyle Davidson presented his analysis of tonal structures used in songs by preschool children. Barbara Andress contrasted structured musical experiences with exploratory-based activities and addressed the practitioner's need to use age-appropriate materials. Reports by three research teams comprised of music educators and early childhood specialists focused on (1) expanding the music listening preferences of 3- and 4-year-olds by fostering recognition of and responsiveness to selected works of music; (2) recent research on young children and its implications for teaching and development as well as for music education; and (3) nurturing and assessing aesthetic response in preschool children. Workshops explored stages of children's movement to music, multicultural music materials for early childhood, the play songs of Japanese children, music in family and family-like settings, social learning through music and other activities, young children's spontaneous singing, nurturing creative behavior in early childhood, cultivating music awareness, a parent/toddler music program, procedures for training the singing voice of young children, and learning styles. Topics of research sessions were the role of music in child development, historical reasons for teaching music to young children, music and language learning in early childhood, observations of music babble in young children, children's understanding of pitch and pitch relations, children's figural and metric understanding of rhythm, the nature and structure of rhythm, naturalistic observation of young children's musical behaviors, influences of home and family on musical opportunities of educationally advantaged young children, and preschool children's spontaneous songs. (RH)