The use of popular music in the education of children aged 4–6 years from the perspective of Polish and American early childhood education teachers.

This study examines the practices and perceptions of Polish and American early childhood education teachers regarding the use of popular music with children aged 4–6 years. Through focus groups and interviews with eighteen teachers from each country, the research found that both groups use similar types of popular music—such as children's songs, film music, and mainstream pop—in comparable educational contexts like movement, relaxation, and play activities. Differences emerged in future plans: American teachers aimed to expand popular music activities through curriculum development, while Polish teachers focused on their own professional growth to better integrate popular music. The study highlights popular music's role in supporting children's social, emotional, cognitive, and physical development and underscores the need for enhanced teacher training and further research on popular music pedagogy in early childhood education.