The observation and study of vocal communication and meaning generation in its linguistic, musical and the transitory stages is based on culturally pre-conditioned conceptions and it is therefore of crucial importance to define the cultural implications that are involved in any research on vocal expression and musicality. As young children exhibit pre-conventional forms of musical and linguistic performance, it is through the observation and analysis of children, not adults, that the cultural factors may best be defined and subjected to analysis. The amount of exposure is of crucial importance for acquiring a musical or language-related skill, but until we do not have studies that measure child development under more comparable musical and linguistic input, no satisfactory progress shall be made in the comparative theory of music and language and their evolution. The proportional difference in musical and linguistic exposure will be recorded and measured in age groups 1.5-3 and 3-5 years of Estonian-speaking children in non-specialized child care facilities. The transitory forms between music and language in spontaneous interaction situations will be analysed; an interdisciplinary methodology will be elaborated for the analysis of such forms and their role in meaning generation and communication. The study will undertake a critical review and propose and extended definition of musicality and musical versus linguistic competence for our cultural context. An attempt will be made to analyse the cultural implications that condition the proportion music and language acquisition.