The former East Germany’s views and instructional methods were elucidated considering the perceptions of music and music education in early childhood education and examining the tasks assigned in various activities and teaching tasks related to kindergarten music activities. To that end, after presenting an overview of the instructional guide Musik im Kindergarten, which was written for kindergarten teachers, we examine the contents of each musical activity and teaching task. This guide considers that music is essential for child development because it advances the development of aesthetic sensibilities. Thus, children can be exposed to aesthetic experiences through musical activities that produce feelings of joy and caring. It was thought that by receiving aesthetic education, such as music education, people could experience the ideal characteristics of music through song as an important educational topic for promoting the goal of “comprehensive character growth.” The results show that the instructional tasks for each musical activity have three characteristics: (1) conducting comprehensive musical activities, with a focus on song, that are linked to other activities rather than performed in isolation; (2) not applying the instructional methods used in music school, but those suited to the children’s age; and (3) promoting the acquisition of basic musical skills that will allow children to actively engage in musical activities in the future.