The purpose of this study is to find out the music activity programs which are currently offered to multicultural family's children attending multicultural integrated daycare centers to improve their sociality. The study period is 3 months, from February 25 to May 31, 2019. For this study, the database is collected from 82 teachers in 26 multicultural integrated daycare centers in Seoul about plan, intervention, and music activities. Results 1) The study showed that there were more teachers who do not plan on social development goals than teachers who did. 2) The social development main goals that teachers can plan and intervene in Nuri-curriculum music activities to develop the sociality of children from multicultural families were in the order of ‘interaction with others’, ‘self-concept’, and ‘self-regulation’.: The sub-goals of social development which were most frequently provided were ‘enjoying with peers’ in interaction with others, ‘expressing confidence’ in self-concept and ‘autonomy’ in self-regulation. 3) The most informative music educational material for teachers was the ‘Nuri-curriculum’. The difficulty of teacher intervention was lack of professional music skills such as selecting music. Singing was the most frequent teaching method among Nuri-curriculum. However, multicultural family’s children preferred 'moving with music' and they participated in a large group of regular music classes. The results of this study provides the basic information about the music activities of the Nuri-curriculum that teachers can plan and intervene for the social development of multicultural family’s children attending daycare centers.