This collective monograph examines the relationship between the psychology of musical development and the theory and practice of music education. Its central aim is to establish an interdisciplinary framework that connects cognitive, developmental, and sociocultural perspectives with concrete pedagogical strategies. The volume synthesizes key theoretical models and reviews empirical evidence on early musical perception, enculturation, musical competence, and the interaction between music and language across developmental stages. Methodologically, it combines analytical review, critical comparison of competing positions, and practice-oriented interpretation of research findings. A major contribution of the book is that it translates abstract psychological concepts into usable principles for teachers, students in music pedagogy, psychologists, and researchers. By integrating conceptual analysis with educational implications, the monograph provides a coherent platform for dialogue between research and instructional practice in music.