Importance of musical experience in children’s development has been emphasized in early childhood education (James, 2000; Jones, 2005, Portowitz & Klein, 2007; Szabo, 1999, Yazejian & Peisner, 2009). The National Association for Music Education (NAfME) states that schools should provide developmentally appropriate early music experiences which should occur in child-initiated, child-directed, teacher-supported play environments (NAfME, 1994a). The National Association for Education of Young Children (NAEYC) also states the play as an important vehicle to develop self-regulation as well as to promote language, cognition, and social competence (NAEYC, 2009). However, with limited knowledge of music, it’s hard for early childhood teachers who are not necessarily musicians to integrate music into a form of musical play in an early childhood curriculum. Understanding musical concepts will increase classroom teachers’ confidence in teaching and integrating music (Kim & Choy, 2008). Children’s musical play accompanies emotional reactions as well as aesthetic experiences. Aesthetic experiences take one to a deeper understanding and more enjoyable appreciation because individual has a natural tendency to react in an emotional way (Kim, 2009). Children’s emotional disposition, including empathy, requires cultivation so that they can respond, make meaning, and react properly. The purpose of this presentation is to suggest different ways of understanding music and integrating children’s songs into an early childhood curriculum, focusing on how to empower children’s empathy through early childhood music education. The presentation will include two parts: First, I will suggest how teachers can put up musical scaffolding to help children’s understanding empathy through musical concepts. Second, lyrics of children’s songs will be discussed to suggest how to provide appropriate musical activities for children’s empathy development