本研究主要透過觀察法探究幼兒在音樂區之行為與同儕之互動。研究發現幼兒在音樂區的行為包含：非音樂性與音樂性之遊戲、樂器敲奏、音樂記錄、律動與歌唱等。由於受到物理環境佈置之影響，在音樂區的主要行為是樂器敲奏，其中又分為個別樂器之使用與合奏。在個別樂器之使用中，呈現從探索、即興、精熟，以及精熟中再探索等階段，而在合奏中產生節拍交替式之合奏、反覆旋律配樂伴奏與頑固節奏交替敲奏等3 種模式。經由資料分析並與音樂教學相互比對，將其音樂區的行為分為幼兒自行建構之行為與音樂教學延伸之行為。在同儕互動中除了產生上述幾種合奏模式外，還有透過使用物理環境激勵學習、模仿、同儕教導與示範，和協同關係等來促進學習。

Through the method of observation, this research attempted to understand young children’s behavior and peer interaction in music center. The findings revealed that young children’s behavior in the music center includes non-musical play as well as musical play, instrumental playing, making musical notation, body movement, and singing. Because of the physical environment mainly arranged by instruments, instrumental playing including individual instrumental playing and ensemble is the major behavior in the music center. In the individual instrumental playing, there are four developmental phases. They are exploration, improvisation, mastery, and re-exploration. In addition to individual instrumental playing, there are three types of ensembles found in the music center. Those are alternating pulses, accompanying the learned melodies, and alternating ostinatos. According to the comparison between data analysis and classroom music teaching, young children’s behavior in the music center is categorized into self-constructed behavior and classroom extended behavior. Furthermore, young children’s peer interaction to facilitate learning includes using physical environment to stimulate learning, imitation, peer teaching and modeling, and collaboration.