In the present contribution, we discuss the risks associated with the assumption of predetermined musical education models in pre-school educational contexts, dedicated to children up to three years. Musical education in nursery schools shows a fearsome movement towards the separation of knowledge into disciplines. This is the result of a more general tendency to compartmentalize into disciplines the school system, a trend that could be exacerbated by the proposal of an integrated system involving children from 0 to 6. This tendency sustains the presence of external disciplinary musical experts and defines limited spaces and time slots in which the child can apply his musical skills. In opposition to the assumption that musical skills should be trained in precise and dedicated times and places, we propose a definition of a biologically integrated and widespread musicality, which manifests in a wide range of daily contexts and moments and which requires a pedagogical rethinking in the training of educators. Finally, we propose a thematic nursery model, in which educators orient towards the observation and the sustainment of children's and infants' musical behaviours, in the early periods of their development.