do-re-mi programs used a research-based national curriculum. Class activities motivated children by using a variety of visual and aural stimulation, singing games, listening, playing, and movement activities that helped to develop the whole child, including cognitive, language, motor, social-emotional, and spiritual domains. As indicated by research, interaction between the child and adult was an integral part of learning in classes for young children from birth to four years. From ages four to five years, learning to listen carefully and organise themselves in a small-group setting was also excellent preparation for school. School-age classes further enhanced the child’s aural skills, as well as the ability to read and write music and play and sing in parts. This provided a firm musical foundation for future instrumental or vocal tuition.

do-re-mi teachers were located throughout Australia. They were required to undergo a rigorous accreditation process through the Australian Kodály Music Education Institute Certification Course and to engage in professional development every two years. The teachers were either classroom music teachers and/or private instrumental teachers who, together with many years of early childhood music education experience, were well equipped to optimise the musical opportunities of their students by tailoring sessions to the needs and learning styles of each group of children.

do-re-mi teachers also provided professional development music courses for early childhood staff with non-musical backgrounds who were keen to introduce a quality music program into their childcare centres.