Waldorf education intentionally works both with elements of rhythm in a child’s life and with rhythm used for presentation and anchoring of a learned subject. In addition to the phenomenon of the rhythm, an emphasis is given to a voice euphony that the pedagogy defines both for the work of a teacher and for a development of a pupil. The Waldorf education pays attention to euphony of both spoken and sung speech and consistently develops a firm relation to rhythm, melody and harmony of music in children from the 1st grade on. The article searches support and defense of these pedagogical standpoints and presents rhythm, music melody and harmony from the psychological and neurological point of view.