Introduction:
School age is a very important and intense period in children’s development. The central nervous system has an enormous absorptivity of sensory impressions. In the recent decade, an increased number of diagnoses of sensory disorders has been noticed in children in Poland. Alvin noted that musical compositions provided a good source of support for a child to acquire both auditory and tactile sensory experiences. The main aim of the study was to compare the level of sensory integration in children from music classes and their peers from general classes.

Methods:
Two groups of children participated in the study: group M, 14 boys and 11 girls attending second classes in music schools, and group G, 16 boys and 11 girls attending general classes. Both groups were subjected to a clinical trial by Przyrowski and the Southern California Test according to Ayres. In addition, the parents of the examined children were asked to complete the Sensorimotor Child Development Questionnaire.

Results:
The process of sensory integration took place correctly in both groups of children. The results suggest that children in music classes are better at bilateral motor coordination, finger identification, and finger-thumb test (average results above the norm). Children in general classes were more able to maintain static balance with closed as well as open eyes than their musical peers.

Conclusions:
Music education positively influences the process of sensory integration in children. It can be a good source of a child’s brain stimulation.