This article describes experiments conducted with the system and 3- to 5-year-old children. We highlight several dimensions of the study pertaining to music education, including attention span, spontaneous development of playing modes, and capacity to listen analytically. We describe very encouraging preliminary results and stress the importance of using reflective interactive systems for triggering musical interest in children and creating stimulating, nonsupervised music learning environments. We conclude by setting up our research in the context of the theory of flow as an optimal experience.