This study investigated music and childhood education in Pankshin central of Pankshin LGA of Plateau State: Towards an aesthetic symbiotic fusion that engenders holistic learning. Two null hypothesis guided the study. Quasi-experimental research design was adopted for the study. The population for the research work was 160 children from all Early Childhood Care Education Development Centres (ECCEDC) in Pankshin central and the sample size consisted of 4 ECCEDC with 38 children were sampled using purposive and simple random sampling method. The instrument for data collection was two lesson plans using “planning my day” Reggio Emilia method on numeracy and literacy for the experimental and control groups. The two schools for experimental group were exposed to Reggio Emilia method of holistic learning for the two learning concepts - numeracy and literacy, for a given period of lesson for the day, while participants in the control group received no treatment. The instruments were face-validated by three experts. A reliability coefficient of 0.79 was obtained using Cronbach’s Alpha method. Data was analysed using Analysis of Covariance to compare two weeks practicum observations and learning outcome of the treatment on the children. There was significant main effect of treatment on holistic learning approach with music on learning outcome, assimilation of simple commands and behaviour of the experimental and control groups. The hypothesis were tested at 0.05 level of significance. The findings of this study reveal that music enhances holistic teaching and learning, and when properly employed serves as the best teaching method for pre-schoolers. The result revealed an unprecedented level of achievement of assimilation by those the method was applied to against those not applied. The paper concluded by proffering among others that all schools should adopt music in teaching all learning domains of child development at pre-school levels in Nigeria.