Aim. This study aims to present the assumptions regarding the implementation of rhythmics in the Polish education system, with particular emphasis on early childhood education and the training paths for teachers of so-called “rhythmics.” Methods and materials. The study utilised the technique of analysing existing sources, including primarily scientific studies, periodical articles, legal frameworks, and curricula. The author also conducted an analysis based on her own experience, spanning over twenty years, working with children and educating early childhood teachers at universities. Results. Music education in contemporary nurseries and preschools has been experiencing a significant crisis for many years, being constantly marginalised. The discrepancies between the training methods for music teachers and rhythmics (employed in artistic schools and general education in grades 4–8), and the assumptions of the Teacher Training by Standards for Early Childhood Education, are large. It is also significant that rhythmics is sometimes conceptualised ambiguously in the literature, leading to difficulties in understanding its assumptions and implementing it in mainstream music education. Conclusion. It is worth noting the reflections of Przychodzińska and the practice of Smoczyńska-Nachtman, as these educators argue that rhythmics in Polish education has never been an adaptation of a single concept. It is also worth emphasising the need for comprehensive preparation of pedagogical students to address the challenges posed by children’s music education. Furthermore, rhythm and music teachers should be allowed to take on permanent employment in nurseries and preschools.