This historical period, marked by increased migration flows due to bloody conflicts in various areas of the globe and climatic emergencies, calls for the questioning of the paradigm that has oriented the educational and training system of the various European states, which should no longer aim at the formation of a citizen of only a certain country but at the formation of a citizen of the world. Does the school succeed in the task of instructing, educating and training the new generations so that they can face the challenges of complexity, succeeding in generating a new society capable of building bridges between the various cultures instead of putting up walls between existing ones? Does the school succeed in recognizing and encouraging talents, providing opportunities for children to germinate in soil that is both humanly and culturally rich? Talent is the result of a journey, and therefore we need to pay special attention to the beginning of this journey, to preschool, which represents an opportunity for children to develop their potential by overcoming economic, ethnic and cultural barriers. In order to overcome inequalities, it is appropriate to propose learning environments characterized by care and interculturality. Integrated artistic languages and especially music are a resource for overcoming ethnic and cultural barriers, stimulating creativity and creating a fertile ground for talent development. Music is such a valuable resource for the process of integrating people that it can be considered an effective tool for addressing the social and cultural challenges of European societies. This paper discusses two projects proposed by two preschools in a northeastern Italian province where13.4 % of the student population is non-Italian. The first project is titled “UBUNTU: I am because we are,” and is inspired by the philosophy of Ubuntu, popularized by Nelson Mandela, which calls for living in harmony, promoting a sense of belonging and the discovery of diversity as richness. It provides for the involvement of a music educator who, working in synergy with teachers, uses musical instruments, everyday and natural materials to encourage creativity and sound exploration. The aims of the project include listening to self and others, vocal and instrumental exploration, emotional and relational well-being, and supporting the participants' developmental journey. Through this approach, moments of creativity, motivation and reflection are facilitated, accompanying each child on a path of harmonious and conscious growth apt to develop talents. The second project is entitled “On the Path of Rights” focuses on children's rights. The focus is on the shared journey, valuing each individual and promoting respect for diversity. It involves a music educator who proposes a path where music serves as a tool to explore sounds and melodies of different cultures. Through songs, dances and traditional instruments, children enrich their musical background and develop sensitivity to other traditions. Music becomes a universal language and fosters fertile ground for the development of talents. The results of the mixed methods study provide the grounds for a reflection on the effects of intercultural music educational actions K 3-6 age group for the outstanding potential talent children, opening up new paths for future investigations.

Keywords: Preschool, Children&#039, s Talent, Music.