According to revisions in Japan’s Kindergarten Education Curriculum, this study reviewed how children music education evolved and its characteristics based on past thesis. Footsteps of Japan’s Orff children music education research failed to identify why it had to accept revision requests by Kindergarten Education Curriculum of each era and basic principle of ‘what is Orff's music education?’ and because 모드니 예술, 제5호 - 32 - many research focused solely on methodology, not enough philosophical research was carried out regarding this subject. Such tendency extends to Korea’s Orff children music education research as well which was studied in the past by the writer of this thesis. However, on the other hand, a few studies that balance methodology and philosophy aspects exist throughout time. Such research trend is reconfirmed and there is a need for Korea and Japan to not focus solely on methodology research and pursue philosophy research together to identify Orff’s music education through integration of philosophy and practice. The writer wishes to emphasize that expression of the children is not immediately affected by balancing philosophical and methodology researches. Since Uniqueness of Education exists for the act of education which is accomplished for children before one’s very eyes, teachers engaged in children music education should carry out practice of music education with the Orff ideology appropriate for the children before us now including regional characteristics. Therefore, so to speak, it is very important to give enough consideration for the culture, society, history, and environment of the children conducting the musical expression. Additionally, capability and qualification of the teacher greatly influence on how the abundant expressions of the children are designed, practiced, and executed.