Musical play in children facilitates the acquisition of the mother tongue and foreign languages, increasing phonological awareness. In a study by Zhao and Kuhl (2016), 9-month-old infants were randomly assigned to 12 sessions of musical or non-musical play (control group). The music training focused on learning the temporal structure of the waltz’s ternary rhythm, which is typically difficult for children to acquire, and incorporated multimodal, social and repetitive experiences – characteristic of children’s music – to maximize learning. The control group children also entertained themselves with similar multimodal, social and repetitive games, but without the music component. At the end of the play sessions, the children underwent recording of their magnetic potentials induced by both music (tones) and language (phonemes) using magnetoencephalography (MEG). The paradigm used was that of mismatch (discrepancy), which consists in the presentation of identical and repetitive stimuli followed by a deviant stimulus. The more sophisticated the auditory cortical representation of the stimuli, the broader the response to deviance (mismatch response, MMR). The MMRs recorded in the experimental group were greater, in fact, than those of the children who had done non-musical activities, in response to both tonal and phonetic musical violations. The musical training on the triplet was therefore able to improve the processing of the temporal structure of phonetic information on 9-month-old children, which concretely demonstrates a strong interaction between cortical representation of music and language in the auditory cortex (superior temporal gyrus). The effects of musical practice appear to have, however, a broader spectrum of consequences. Children who enjoy a musical activity (keyboard or singing) often show superior performance on various cognitive tasks to their peers who do theater (Schellenberg, 2004) and their IQ is generally higher. For example, a study conducted on children aged between four and six years showed that those who practiced music performed better on tasks requiring short-term memory (Fujioka et al. 2006). Other research also indicates improvements in spatiotemporal ability, mathematics, vocabulary, and verbal memory (Patel & Inverson 2007). Some very recent research has shown important effects of musical training on the processing of auditory linguistic stimuli such as words, readable strings of nonsense phonemes – i.e. pseudowords – and phonemes (Deg and Schwarzer, 2011). Besson et al. (2011) have demonstrated, together with many other scholars (e.g. Janckie, 2012; Schon et al., 2004), that musical practice improves pitch perception in both adults and children, as well as the metrical structure of words, the perception of the pitches of sounds, i.e. tones, and also pre-attentive processing of the duration of vowels and the onset time of the voice (voice onset asynchrony). Overall, these studies demonstrate that the study of music makes the processing of phonetic and auditory, linguistic and non-linguistic information such as, for example, phonemes or phonologically complex words, more sophisticated.