Relevant bibliographies by topics / Nursery rhymes, study and teaching

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Nursery rhymes, study and teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Nursery rhymes, study and teaching"

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Fazio, Barbara B. "Memory for rote linguistic routines and sensitivity to rhyme: A comparison of low-income children with and without specific language impairment." Applied Psycholinguistics 18, no. 3 (July 1997): 345–72. http://dx.doi.org/10.1017/s0142716400010511.

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ABSTRACTThis report describes two studies on memory for rote linguistic sequences and sensitivity to rhyme in young children with and without language impairment. In the first study, 10 low income kindergarteners with specific language impairment (SLI) were compared with age- and income-matched classmates on reciting common nursery rhymes, reciting the alphabet, and rote counting. Children with SLI displayed lower performance on most of the rote linguistic sequence tasks, especially on (heir knowledge of Mother Goose nursery rhymes. The second study examined the learning and retention of nursery rhymes in 8 young children with SLI after 6 weeks of classroom instruction. Low-income, 4- and 5-year-old children with SLI and their age- and income-matched classmates were taught five novel Mother Goose rhymes during a large-group classroom activity. Children were tested before and after the intervention on their ability to recite nursery rhymes and to detect rhyme. When compared with their peers, children with SLI had difficulty repeating the nursery rhymes, despite daily classroom exposure. Although the performance of children with SLI on rhyme recitation and detection tasks was poor, their relative performance was better on a cloze task based on the set of nursery rhymes. The results of this study suggest that children with SLI have difficulty storing and/or retrieving lines of memorized text. Traditional informal techniques for teaching rote linguistic sequences may need to be modified to give children with SLI more opportunities to practice rote sequences.
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Rini, Eka Anggia. "Engaging Nursery Rhymes as Literary Works for Teaching English in EFL Students." Edukasi Lingua Sastra 15, no. 2 (January 11, 2018): 63–72. http://dx.doi.org/10.47637/elsa.v15i2.68.

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This study aimed to review five articles in engaging nursery rhymes toward teaching literary works in EFL students. By doing library research, the researcher found some problems and the solutions in engaging the nursery rhymes for EFL students. Young learner or children mostly became the subject of nursery rhymes study. Later, Najat and Bradley (2014) concluded that nursery rhymes can be applied for adult learners.
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Kwon, Hyejin. "A Study on Traditional Children's Song Traditional Korean Traditional Music Education through Curriculum Integration." Korean Society of Culture and Convergence 45, no. 12 (December 31, 2023): 933–43. http://dx.doi.org/10.33645/cnc.2023.12.45.12.933.

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The purpose of this paper is to suggest the educational use of traditional music education for integrated education between art, social studies, and physical education as well as music subjects, rather than division-centered education. To this end, the study was conducted as follows. First, the concept of integrated education and the study of traditional nursery rhymes related to traditional nursery rhymes were examined on the study of traditional nursery rhymes using curriculum integration and the study of traditional nursery rhymes through play. Second, based on this, for the educational use of the traditional nursery “Subak-chigi song” a total of 4 teaching and learning plans were presented for students in grades 5~6 of elementary school through the integration of the subjects with the departments of music, social studies, physical education, and art. Based on this study, it was found that a teaching plan should be sought through curriculum integration that breaks down the boundaries between subjects, rather than a division-centered education, and it is expected that the curriculum integration guidance plan using traditional nursery rhymes will be studied more actively.
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Nur Fitria, Tira. "Using Nursery Rhymes in Teaching English for Young Learners at Childhood Education." Athena: Journal of Social, Culture and Society 1, no. 2 (March 22, 2023): 58–66. http://dx.doi.org/10.58905/athena.v1i2.28.

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This study is a literature review that explores the use of nursery rhymes as a teaching tool for young learners in early childhood education. Nursery rhymes, also known as English children's songs, can be an enjoyable way to engage children and foster their interest in learning English. Additionally, singing nursery rhymes can support children's physical-motor, social, emotional, and intellectual development. When selecting nursery rhymes as teaching materials, teachers must consider the appropriateness of the content for the children's age and world, and the potential for the content to encourage discussion and exploration of values and problem-solving skills. The illustrations should also be evaluated for their alignment with the story and appropriateness for the children's age. From a linguistic standpoint, teachers must choose nursery rhymes that are suitable for the children's language level, that facilitate language learning, and that can serve as the basis for activities. While there are challenges associated with selecting and utilizing nursery rhymes as teaching materials, this study suggests that their use can be a valuable tool in the early childhood education classroom
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Karote Rajan, Srija, and Uranus Saadat. "An Experimental Study on Using Rhymes to Build English Vocabulary Among Kindergarten Pupils in Bousher, Oman." International Journal of Emerging Issues in Social Science, Arts, and Humanities 02, no. 02 (2024): 91–104. http://dx.doi.org/10.60072/ijeissah.2024.v2i02.009.

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This study explores the impact of nursery rhymes on enhancing vocabulary skills among kindergarten students. It specifically focuses on the use of nursery rhymes to improve English vocabulary among young learners. The research involved five English teachers and sixty students aged 4.5 to 6 years from Indian School Bousher, Oman. Two groups were formed: control and experimental, with the experimental group taught English using nursery rhymes over a ten-week period, while the control group received traditional instruction. Data from pre-tests and post-tests were analyzed descriptively, supplemented by interviews with the English teachers. The independent variable was the use of nursery rhymes, and the dependent variable was vocabulary. The study found that nursery rhymes significantly enhanced vocabulary scores among kindergarten students, as evidenced by various assessments such as word-picture matching, identifying rhyming words, and solving crossword puzzles. Moreover, nursery rhymes play a pedagogically significant role in teaching English vocabulary, facilitating memorization, retention, and comprehension of words in an engaging manner. They encourage students to infer new word meanings and foster a fun learning environment, thereby boosting motivation, self-confidence, and reducing anxiety
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Damayanti, Tiara, Yohanes Gatot Sutapa Yuliana, and Sudarsono Sudarsono. "The Dual-Coding Theory and Digital Media: The Effect of Nursery Rhymes on Teaching Vocabulary." Lectura : Jurnal Pendidikan 14, no. 2 (August 1, 2023): 165–74. http://dx.doi.org/10.31849/lectura.v14i2.14125.

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Most of the vocabulary in English has differences in written and spoken form, then it also takes time for the learners to recognize and memorize the new vocabularies that they have learned before they implement it in their conversation. The dual-coding theory believes when verbal and non-verbal stimuli are connected, it brings a deeper understanding and better imaging of certain things. The objectives of this study are to find out whether the use of nursery rhymes is significantly effective or not, and how effective the use of nursery rhymes is for vocabulary teaching processes based on the perspective of the dual-coding theory and the aspect of vocabulary knowledge to the elementary students. The participants of this study are 64 of the Year-3 students at MI Ushuluddin Singkawang in 2022/2023 of academic year divided into two groups, control and experimental group. The data were taken from the students’ pretest and posttest results and tools to measure the data were thirty numbers of short answer questions. The findings show nursery rhymes are significantly effective for the vocabulary teaching processes to the elementary students. Nursery rhymes not only run mechanically but also activate the students’ experiences, emotions, and thoughts through the process of repeating, reciting, then practicing related to the aspect of form, meaning, and use in vocabulary knowledge. All of these processes in the classroom bring a better recall for them specifically related to vocabulary learning.
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Joohee Hong and 한주연. "A Study on the Teaching Plan of Traditional Nursery Rhymes Found in the Jeju Area." Korean Journal of Culture and Arts Education Studies 5, no. 3 (November 2010): 159–83. http://dx.doi.org/10.15815/kjcaes.2010.5.3.159.

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Zuniga, Felicia, and Schontal Moore. "The Use of Rhymes and Jingles to Improve Phonemic Awareness: A Foundation for Early Childhood Literacy Development in Belize." Caribbean Journal of Education 43, no. 2 (July 27, 2021): 1–23. http://dx.doi.org/10.46425/c014302g9413.

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Phonemic awareness is considered by many educators to be the critical fundamental tenet for childhood literacy. However, the challenging aspect of teaching young children is to teach in such a way that it becomes fun-filled, memorable, and relatable for them, thus ensuring lifelong learning. The results of this study showed that nursery rhymes and jingles could improve children’s phonemic awareness in an ethnically diverse setting. This new-found information has significant implications for the way teachers teach students to read, as it is evident in this action research that teachers need to find more innovative and engaging ways of teaching early childhood learners how to read.
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SARNOU, Dallel. "Teaching Algerian Third-Year Elementary-school Pupils English Vocabulary Through Songs: An Effective Instructional Tool to Enliven English Classes." Multidisciplinary Journal of School Education 12, no. 2 (24) (December 30, 2023): 277–96. http://dx.doi.org/10.35765/mjse.2023.1224.14.

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Research objectives (aims), issues or problems: The study accentuates the significant role that integrating songs into the teaching of English vocabulary has for third-year elementary-school pupils in Algeria. It aims to make English vocabulary acquisition effortless and fun for young learners and seeks to facilitate teaching English as a second foreign language for newly recruited instructors. In fact, a major query of this research concerns the incomprehensible lack of songs, poems, and nursery rhymes in the English textbook for third-year pupils, who are 8 to 9 years old, i.e., at an age when musical activities help them become motivated and interested in class activities. Research methods: To test the efficacy of songs in teaching English vocabulary to young third-year learners, the researchers opted for a true experimental research method. An experimental group of 26 pupils was exposed to nursery rhymes about numbers, colors, and family members, while a control group of 25 pupils was taught the same vocabulary items for three weeks using lessons from the textbook only. A short description of the context of the presented issue: The experiment took place in one of elementary schools in the city of Mostaganem, where the researchers’ former student works as a teacher of English. The experiment lasted three weeks: from January 10 to January 31, 2023. Research findings: The findings of this research indicate that the use of songs considerably improved the average vocabulary scores for the 26 young pupils in the experimental group compared to the control group. Therefore, this research paper concludes that songs enhance natural and effortless vocabulary acquisition among third-year pupils who are learning English for the first time. Conclusions and/or recommendations: Moreover, this study encourages elementary-school English teachers to give more pedagogical consideration to the use of children’s songs in teaching English to their pupils so as to enliven the lessons and to raise the pupils’ motivation to learn this foreign language.
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Turko, Olha, Tatiana Olender, Maria Boyko, Olga Petryshyna, and Tetiana Rozhko-Pavlyshyn. "Formation of Preschoolers' Communicative Competence in the Conditions of Inclusive Education." Journal of Education Culture and Society 13, no. 1 (June 30, 2022): 239–55. http://dx.doi.org/10.15503/jecs2022.1.239.255.

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Aim. The goal of the study is to describe the teacher’s corrective work on pre-schoolers’ sound pronunciation that is developed according to the children’s age, physiological and mental norms, and special educational needs. Methods. Four children with special educational needs participated in this experimental study. We used the method of monitoring children’s speech during various activities: play, household activity and teaching (during speech therapy classes and various types of practical language classes). Results and conclusion. Age-related features of pre-schoolers’ speech development have been identified in the study. The reasons and indicators of pre-schoolers’ speech development disorders have been described, and the ways to overcome language disorders have been found. The experimental study tested the effectiveness of articulation exercises in working with children with special educational needs in an inclusive environment, the involvement of psychologists and children’s parents to overcome speech disorders of pre-schoolers, and the use of folklore texts. Originality. In the experimental study, we observed that riddles, proverbs, ditties, tongue twisters, fairy tales, lullabies, nursery rhymes, counting rhymes, and sayings are an effective means of phonetics and articulation work, during both the speech development classes and other classes as well as during walks.
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Dissertations / Theses on the topic "Nursery rhymes, study and teaching"

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Valencia, Louise Jeanine. "Are nursery rhymes/chants helpful in pre-reading skills for kindergarteners and English as a second language students?" CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2428.

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This project will focus on a different method to teach pre-reading skills to kindergarten students and to ESL students. The strategy of using nursery rhymes as a tool for teaching pre-reading skills to kindergarteners and second language learners is an avenue to explore while addressing the different challenges facing a teacher. As an educator, we know that children learn through different modalities including auditory, kinesthetic and tactile.
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Gifford, Sue. "Between the secret garden and the hothouse : a study of the teaching and learning of number in a nursery setting." Thesis, King's College London (University of London), 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404416.

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Cardy, Helen Patricia. "A case study which seeks to investigate the potential for raising standards with a cohort of nursery nurse students, using a short-term thinking skills intervention." Thesis, University of Newcastle Upon Tyne, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366596.

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廖郁馨. "An action study on using nursery rhymes for remedial teaching." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/26254360840356008839.

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Chen, Ya-Chin, and 陳雅琴. "A Study of Design and Implementation of Chinese Nursery Rhymes in Chinese Language Teaching." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/50372618041769546815.

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碩士
國立高雄師範大學
華語文教學研究所
103
Abstract Voice is the first and basic tool that babies learn to communicate with the world around them. It is natural for babies to differ from different languages from different rhythms and phonemes. From cultural perspective, the Chinese nursery rhymes have a great deal of baby learning functions, such as life experience and phonological awareness. From education and learning viewpoints, the Chinese nursery rhymes activities easily make learners blend in Chinese-language life and demand learners’ low Chinese level cognition. That has a great learning effect. Thus, the research began with discussing and analyzing the characteristics of nursery rhymes and with the theories of children’s language development. Second, the research is experimenting with the action research. The teaching materials, three Chinese nursery rhymes, are picked up from the website: www.huayuworld.org. The teachers will teach learners’ four skills of listening, speaking, reading, and writing with those three rhymes. The purpose of the research is to know the course design and the learning effect of the Chinese nursery rhymes. The research has three conclusions: 1. Curriculam domain: the Chinese nursery rhymes have simply and lively melody. The lyrics not only are close to children’s life, but also fit children’s learning psychology, and spice learning situations as well. In this way, the rhymes engage learners in Chinese learning and improve learning effect. 2. Cognitive domain: Huayuworld.Org provides multiple nursery rhymes. The rhymes need a teacher to unite and explain, so that learners could be guided and correctly learn Chinese and Chinese culture. 3. Psychomotor domain: the Chinese nursery rhymes increase learners’ learning willingness. The catchy rhymes help learners memorize vocabulary. The rhymes also assist learners in imaging the meanings of words. That boost learners’ learning self-esteem. The last, the research suggests the directions and the improvement based on the practical teaching design. 1. Develop a Theme-based instruction into the Chinese nursery rhyme teaching material. 2. Build a multiple assessment model of the Chinese nursery rhymes. 3. Build teacher capacities for children Chinese teaching and teaching material development.
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Shu-chen, Liu, and 劉淑甄. "The Study of Nursery Rhyme Teaching to Develop Children’s Rhyme The The Study of Nursery Rhyme Teaching to Develop Children’s Rhyme Awareness." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/83503308706585096633.

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碩士
國立台北師範學院
兒童英語教育研究所
94
ABSTRACT Nursery rhymes bring out the multi-value instruction and effective learning. The present study aims to use nursery rhymes- the meaningful and interesting teaching material- to improve children’s rhyme awareness and make English learning more effective. It was designed to examine the effects of nursery rhymes instruction. The participants who were selected in this study were sixty-seven EFL third-graders from two different classes at Hu-dong Elementary School in Changhua County, Taiwan. They were divided into two groups within their own classes, one was for nursery rhymes instruction, and the other one was for story-telling instruction. There were twenty-minute lessons for each group every week, and the experiment periods lasted for twelve weeks. The results are as follows: 1. Nursery rhymes instruction improves children’s rhyme awareness significantly. 2. Sufficient teaching is an import factor to make nursery rhymes instruction to have the impact. 3. The effects of rhyme awareness improving generalizes to non-teaching target rhymes. Based on the results, the study made some suggestions to publishers, English teachers, and further researches. Keywords: Nursery Rhymes, Rhyme Awareness
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Chang, Wei-Chen, and 張維真. "A Case Study of the Effectiveness of Nursery-Rhymes-Illustration Combining with Semantic Component Teaching toward an Elementary School Student with Word Recognition Difficulty." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/19290402621630859408.

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碩士
國立屏東師範學院
國民教育研究所
92
Abstract The purpose of this study was to investigate the effectiveness of nursery-rhymes-illustration combining with semantic component teaching (NRICSCT) toward a third-grade elementary LD student with word recognition difficulty in Kaohsiung, Taiwan, R.O.C. The instrument included NRICSCT, word recognition questionnaire in Chinese, learning attitude questionnaire of word recognition, WISC-III, Peabody and so on. The researcher implemented the single subject research design with an “Alternating Treatment Design”; she collected and analyzed the subject’s evaluation effect in the immediate, weekly review and maintaining phases. The experiment procedures were based on A-B-C research design including the baseline phase (A), alternative teaching treatments (NRICSCT, general word recognition), evaluating the effectiveness of those two teaching treatments (B), and the maintaining phase (C). The findings were concluded as follow: 1.The immediate phase: The effectiveness of NRICSCT was better than general word recognition in the word recognition performance of the subject. 2.The weekly review phase: The results of the evaluation was showed that NRICSCT was better than general word recognition weekly review phase in the word recognition, word-identifying with context clues and dictating. The general word recognition teaching was better than NRICSCT weekly review in the word recognition, word-identifying and lexicon-making. 3.The maintaining phase: Comparing with the baseline phase, NRICSCT was better than general word recognition maintaining phase for the subject. Comparing with the intervention phase, the general word recognition teaching was better than NRICSCT maintaining phase. 4.Different assessment phases: The immediate effect was more better than the weekly review effect and the maintain effect. 5.Different assessment methods: The subject performed the best in the word-identifying with context clues among four assessment methods. 6.Error type analysis: In intervention phase, two word-recognition teachings had different error types. But, both of word-recognition teachings had similar error types in maintaining phase and baseline phase. 7.Learning attitude questionnaire of word recognition: The subject had better performance in reading motivation, word-recognition comprehension and shorten memory through NRICSCT. According to the results above, the researcher provided some recommendations to the further relevant studies and other researcher about various teaching strategies for students with word recognition difficulty.
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Yutzu, Hung, and 洪育慈. "A Study of the Effectiveness of Nursery Rhyme Assisted Multimedia Teaching to Elementary Mentally Disabled Students." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/43243042290838202235.

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碩士
國立彰化師範大學
特殊教育研究所
90
ABSTRACT The purpose of this study is to compare the effectiveness and efficiency of learning between traditional multimedia-assisted instruction and combining nursery rhymes with multimedia-assisted instruction. The research is designed to follow the single-subject experiment with an “Alternating Treatment Design”. The subjects of this study are three elementary school students. The teaching material used is created using the “unlimited computer system” software, and will be used in conjunction with the “unlimited input device”. The evaluating materials used are based on the flash cards created by other researchers. The independent variables in this study are the traditional CAI and nursery rhyme CAI. The dependent variable is the percentage of correct questions answered by subjects in the test. The research is divided into three sub-researches. Each sub-research is in turn divided into three stages: the teaching stage, the testing stage, and the maintenance stage. In order to advance into the next stage from any stage, the subject has to correctly answer at least 80 percent of all the questions in two tests. The results of this research show that nursery rhyme CAI resulted in more effective and efficient learning in reading, word choice, and overall categories. In the phrase choice category, the learning is comparable in both teaching methods.
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Hui-ChinChuang and 莊蕙菁. "A Study of Teaching Material Application and Teaching Method Use as Shown in Learning Taiwanese Southern Min through Nursery Rhyme by Shih Fu-Zhen." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/09550212935970457165.

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碩士
國立成功大學
台灣文學系碩博士班
98
Nursery rhyme in Taiwanese Southern Min (TSM) is a type of mother tongue teaching materials that contains musical flavor and an important device for the transition of Taiwanese culture as well. There have been concerns about the acquisition of TSM via oral reading and recitation, the way to make learning nursery rhyme fun for children, and the learning of TSM with interest. For this reason, this thesis intends to discuss the creation of TSM nursery rhyme by Shi Fu-zhen as shown in his 12 volumes of Learning Taiwanese Southern Min through Nursery Rhyme (2002). The foci of the discussion are teaching material application and teaching method use, with a particular emphasis put on the property of interest stimulation. Chapters 1 to 4 shed light on the two dimensions of investigation: the application of teaching materials and the use of teaching methods. Chapter 1 underscores the value of nursery rhyme in TSM while Chapter 2 illustrates the history of evolution of this type of artistic work and the relationship between Shi and nursery rhyme. Chapter 3 discusses the years of creation of the teaching materials in Shi (2002), along with the principles for lyric arrangement and material employment. Chapter 4 intends to classify the nursery rhymes based on their nature and the rhetoric techniques required. Special attention is paid to content analysis of the materials, which comprises the correct usage of keywords, the practice of extensional materials, the introduction of related proverbs and riddles with a truncated final part of expression, and the inspection of publishing year. Through the information obtained we can realize the historical background of rhyme creation, the nature of the materials, and the rhetoric techniques required. Chapters 5 and 6 examine the employment of teaching method. We map out teaching strategies that are concrete and effective, locate methods that are feasible for teaching nr*s in TSM, design integrative activities related to the field of mother tongue education, involve crucial topics for further discussion, and develop interesting and diverse ways of teaching evaluation. These efforts are meant to promote learning motivation for pupils and to increase teaching effect. By nature nursery rhymes are the source of life growth and the spiritual food of mind that work to the benefit for children. So long as they are engaged in joyful recitation and singing, there will emerge spontaneous flow of innocent speech which are in harmony with the tempo of the nature. Through the practice of oral teaching, nursery rhymes in the past make their way into the unique status as the valuable collection of folk culture, the materials containing critical themes in household and school, and even an essential part of the cultural transmission in performing arts. Keeping these in mind, this thesis attempts to fulfill two goals out from research conduction. In the short run, it wishes to help children learn TSM in an atmosphere of joy. In the long run, it aims to make young learners aware of the origin of folk culture embedded in TSM and the transmission of art and culture. With such awareness, we hopefully can extend the scene of TSM education and nursery rhyme learning from family to school, the society, the country, and even the international setting.
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chang, chen-yi, and 張禎宜. "A STUDY ON TAIWANESE NURSERY RHYMES." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/03888433298856084051.

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碩士
國立中山大學
中國語文學系研究所
93
This study focuses on Taiwanese nursery rhymes. In addition to lullabies and nursery rhymes, it also includes rhymes and songs chanted to pray for good fortune at birth rituals and those sung to teach and encourage children. Most of the rhymes and songs discussed here, including those pronounced in Taiwanese (the Hokkien language in Taiwan) and Hakka, are popular in Taiwan and passed down from generation to generation. Some nursery rhymes and songs in Mandarin and in other Taiwan aboriginal languages are also included to make necessary comparisons. First, this study analyzes the sentence arrangement, structure, rhythm, and presentation of these nursery rhymes in order to examine their structure characteristics. Based on their contents, then, they are classified into five categories: lullabies, colic care songs and rhymes, playtime songs and rhymes, prayer songs and rhymes, as well as value-teaching songs and rhymes. The five categories are examined and analyzed, and their cultural backgrounds explored. Finally, based on the structures, contents, and embedded cultures of these nursery rhymes, their values are discussed and presented. This research contains six chapters: Chapter 1: Introduction. It broadly introduces the content and the structure of this research. Chapter 2: A Structural Analysis of the Nursery Rhymes. This chapter focuses on the characteristics of these nursery rhymes: sentence arrangements, structures, rhythm, and presentation skills. Chapter 3: A Content Analysis of the Nursery Rhymes. Based on the content, each rhyme is classified and analyzed. Chapter 4: Cultures in the Nursery Rhymes. This chapter discusses some embedded cultural activities such as birth and marriage in nursery rhymes to explore the relationships between ethnic cultures and their individual rhymes. Chapter 5: Values of the Nursery Rhymes. The values of nursery rhymes are examined from the aspects of education, life, and ethnic cultures. Chapter 6: Conclusion. The significance and implications of this research as well as its future extended research are discussed in this chapter.
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Books on the topic "Nursery rhymes, study and teaching"

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Allison, Anne. Maths from rhymes. London: Watts, 1995.

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Silva, Nancy A. Time for a rhyme: Teaching elapsed time with modern-day nursery rhymes. Peterborough, NH: Crystal Springs Books, 2008.

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Min, Kellet I. Modern informative nursery rhymes: The rationale. Honolulu: Rhyme and Reason Pub. Co., 1991.

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Sullivan, Dianna J. Literature activities for young children: Art projects, skill building activities : nursery rhymes. Huntington Beach, Calif: Teacher Created Materials, 1989.

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Christine, Baillie, ed. Activities for individual learning through rhyme. London: Continuum International Pub. Group, 2010.

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Brooke, Anne. Troed yn taro: Caneuon meithrin Cymraeg = Welsh nursery songs. Caerdydd: Acen, 1992.

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Charette-Poirier, Francine. Chansons et comptines. Vanier, Ont: Centre franco-ontarien de ressources pédagogiques, 1998.

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Garabédian, Michèle. Le grand livre des comptines. Paris: Didier, 1988.

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Martin, Feierabend John, ed. The book of wiggles & tickles: Wonderful songs and rhymes passed down from generation to generation. Chicago, IL: GIA First Steps/GIA Publications, 2000.

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Martin, Feierabend John, ed. The book of tapping & clapping: Wonderful songs and rhymes passed down from generation to generation. Chicago, IL: GIA Publications, 2000.

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Book chapters on the topic "Nursery rhymes, study and teaching"

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Zhang, Meng Ting, Jiasui Tang, Xile Han, Guanghui Huang, Bai Xue, and Jiawen Liu. "Innovative Visual and Auditory Design for Revitalizing Cantonese Nursery Rhymes: A Cultural Heritage Perspective." In Frontiers in Artificial Intelligence and Applications. IOS Press, 2024. http://dx.doi.org/10.3233/faia240117.

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Cantonese nursery rhymes, vital to Lingnan’s cultural heritage, thrive through oral transmission in the region’s streets and alleys. They embody accessibility, vitality, and cultural relevance, reflecting Guangdong’s traditional ethos. Beyond local customs, they encapsulate unique incantations and collective memories. However, modernization threatens their dissemination due to dialect decline and outdated communication methods. This study focuses on Cantonese nursery rhymes in Guangdong, delving into their linguistic and cultural nuances through literature and case analyses. Representative rhymes are selected for visual design research, exploring innovative methods for their dissemination in the era of integrated media. Through a case study, the article demonstrates a digital approach that combines AR illustrations, NFC interaction, and historical context, offering a model for safeguarding and transmitting dialect nursery rhymes.
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"The Metrical Structure of Taiwanese Nursery Rhymes: A Corpus Study." In Stylistics, 85–106. Brill | Rodopi, 2007. http://dx.doi.org/10.1163/9789401205313_006.

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"Lesson 9." In Text Structures From Nursery Rhymes: Teaching Reading and Writing to Young Children, 34–37. 2455 Teller Road, Thousand Oaks California 91320: Corwin, 2018. http://dx.doi.org/10.4135/9781071873076.n9.

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"Lesson 23." In Text Structures From Nursery Rhymes: Teaching Reading and Writing to Young Children, 90–93. 2455 Teller Road, Thousand Oaks California 91320: Corwin, 2018. http://dx.doi.org/10.4135/9781071873076.n23.

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"Lesson 14." In Text Structures From Nursery Rhymes: Teaching Reading and Writing to Young Children, 54–57. 2455 Teller Road, Thousand Oaks California 91320: Corwin, 2018. http://dx.doi.org/10.4135/9781071873076.n14.

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"Lesson 5." In Text Structures From Nursery Rhymes: Teaching Reading and Writing to Young Children, 18–21. 2455 Teller Road, Thousand Oaks California 91320: Corwin, 2018. http://dx.doi.org/10.4135/9781071873076.n5.

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"Lesson 20." In Text Structures From Nursery Rhymes: Teaching Reading and Writing to Young Children, 78–81. 2455 Teller Road, Thousand Oaks California 91320: Corwin, 2018. http://dx.doi.org/10.4135/9781071873076.n20.

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"Lesson 10." In Text Structures From Nursery Rhymes: Teaching Reading and Writing to Young Children, 38–41. 2455 Teller Road, Thousand Oaks California 91320: Corwin, 2018. http://dx.doi.org/10.4135/9781071873076.n10.

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"Lesson 1." In Text Structures From Nursery Rhymes: Teaching Reading and Writing to Young Children, 2–5. 2455 Teller Road, Thousand Oaks California 91320: Corwin, 2018. http://dx.doi.org/10.4135/9781071873076.n1.

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"Lesson 3." In Text Structures From Nursery Rhymes: Teaching Reading and Writing to Young Children, 10–13. 2455 Teller Road, Thousand Oaks California 91320: Corwin, 2018. http://dx.doi.org/10.4135/9781071873076.n3.

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Conference papers on the topic "Nursery rhymes, study and teaching"

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Aprilia, Riyana Putri, Eka Farida Yushinta, and Saidah Nusrotus. "English Teaching Material Model Based on Nursery Rhymes for Elementary School Students." In Proceedings of the 1st International Conference on Education and Social Science Research (ICESRE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icesre-18.2019.20.

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Duan, Zhaoyang, and Wenjin Xu. "A Study on the Lexical Features and Value of Thai Nursery Rhymes." In 2020 Conference on Education, Language and Inter-cultural Communication (ELIC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201127.098.

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"A Brief Analysis of the Key Points in Teaching Piano and Nursery Rhymes in Preschool Education." In International Conference Education and Management. Scholar Publishing Group, 2021. http://dx.doi.org/10.38007/proceedings.0001837.

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Nistor, Cristina mihaela, Ionel Mocanu, Bianca Stanescu, and Sebastiana Groza. "FRIENDS WITH TECHNOLOGY: MOBILE DEVICES AS MOTIVATIONAL TOOLS." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-026.

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Since the technological boom that has turned babies into digital natives, there has been an increase in the multitude of uses of these miraculous devices. As soon as they go to kindergarten (or even earlier), our young children learn nursery rhymes from Internet sources, watch educational programmes and/ or their favourite cartoons on laptops, tablets or smartphones. In some ways, it is only natural for young people to consider technology their best friend, since they were born in the smartphone era; still, the question to be raised is, does this rapid technological development help or hinder people in their effort to communicate effectively? With the exception of those applications that are purposefully designed to help their users communicate and socialize as if they were in the same room, most types of on-line communication encourage the users to passively accept the interlocutor’s absence, and, at times, even to bless it. Indeed, if we only consider the fact that one may conduct one’s business with apparent ease, in one’s own kitchen, wearing pyjamas and making coffee while negotiating a contract, we may come to the conclusion that technology is the best thing ever, a true godsend. When it comes to teaching communication skills, though, the blended approach – combining traditional methods with on-line or mobile strategies – is to be preferred. Nowadays, faced with a constantly increasing number of people of all ages who favour virtual relations to the detriment of face-to-face interactions, psychologists have found one possible solution: turning mobile devices into motivational tools. That is why this paper intends to discuss the possible role of technological devices that may motivate people – from children to students – to socialize more, and develop those abilities that are the key to successful communication with their peers.
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Aljarf, Reima. "DIFFERENTIAL EFFECTS OF THE IPAD ON FIRST AND SECOND LANGUAGE ACQUISITION BY SAUDI CHILDREN DURING THE COVID-19 PANDEMIC." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-013.

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Since March 2020 until now, children have been studying online due to the Covid-19 pandemic. Since children are studying from home and having more free time than before, they are using their iPads for entertainment and learning purposes. This study is investigating the differential effects of the iPad on first and second language acquisition by Saudi children during the Covid-19 Pandemic. The subjects consisted of 78 parents and 118 children. The children sample was divided into 3 age groups: 1-6 (kindergarten), 7- 9 (grades 1-3), and 10-12 (grades 4-6). Interview-surveys with parents revealed that the iPad is more effective in helping children under the age of 6 in language learning than older children. Older children mainly use the iPad to play games and watch movies. More children under the age of 6 use the iPad to learn English than Arabic (46%) because they go to international kindergartens, lived abroad with their parents, and their parents are English instructors. Young children learn the alphabet, numbers, and new vocabulary such as names of animals, colors, fruits, seasons, continents from special apps, games, cartoons, movies, nursery rhymes, stories, and flash cards. The apps are interactive and use color, animation, audio, and video. Children can use and re-use the apps any time and as many times as they wish. Negative effects of the iPad include bad handwriting, and some children are not interested in print books. The presentation will report the results in detail and will give recommendations for better use of the iPad.
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Tudor, Sofia-Loredana. "Study on the Training Needs of Teaching Staff to Provide Quality Early Childhood Education Services." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/36.

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Early child development is related to early education, health, nutrition, and psychosocial development; therefore, the holistic concept of early approach combines elements from the area of stimulation of the child, health, nutrition, speech therapy, psychological counselling, physical development support, etc. The need for the development of integrated early education services and their extension to the area of 0-3 years are priorities of the European strategies assumed through a complex of educational policy measures, having as a priority the development of quality early education services for the benefit of all prerequisites for lowering the schooling rate (Strategy for early childhood education, Strategy for parental education, Strategy for reducing early school leaving in Romania, Study on the evaluation of public policies in the field of early childhood education - Saber Early Childhood). In this context of the development of early childhood education, numerous inequalities are identified in the implementation of European and national strategies and programs in the development of early childhood education services, supported by economic, political, social factors, etc. In order to make them compatible at European level, we consider it necessary to support training and development programs for staff providing educational services in early childhood education institutions. The purpose of this study is to acknowledge the opinion of the bodies with attributions in the pre-kindergarten and preschool education in Romania, as well as of the civil society and public opinion, as a prerequisite for identifying school policy measures and developing programs for training the teaching staff so as to be able to provide educational services in early childhood education (representatives responsible for early childhood education in school inspectorates and Houses of the Teaching Staff, teaching staff in preschool educational institutions, representatives of the Ministry of Labour and Social Protection, representatives of the Social Assistance Directorate, managers of nursery schools, representatives of NGOs and other categories of organizations with experience in the field, parents and interested representatives of the civil society and public opinion). The present study is a qualitative research based on the focus-group method, but also a quantitative research by using the questionnaire-based survey, being carried out on a representative sample of 100 persons (2 focus-group of 25 persons, respectively 50 persons involved in the survey-based questionnaire). The conclusions of this study highlight the need to restructure the system of early childhood education in Romania through interventions at the legislative level and ensure a unitary system of policy and intervention in early childhood education. Also, we believe it is imperative to reorganize the training system of the human resource, by developing complementary competences of the teaching staff, adapted to the training needs of the early childhood population, ensuring a valuable inclusive and integrated intervention.
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Oshiyama, Chiaki, Ichiro Ishiwata, and Takuichi Nishimura. "Visualization of nursery teacher’s tacit knowledge using knowledge structuring - For efficient acquisition of childcare skills." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003121.

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Skilled professionals work implicitly. Even in the field of childcare, childcare education is said to be an invisible educational method, and the ability to perform the action is implicit. A previous study on experts in educational settings (Leinhardt & Smith, 1998) found that, compared to beginners, experts have a more elaborate and structured schema for educational content, and use fixed procedures and routines for educational methods. It has been clarified that there is a complex integration of teaching materials and techniques, and that there is complexity in knowledge. In addition, prior research on decision-making (Shavelon & Stern, 1981) has revealed that there are many procedures and strategies, but few goals. However, the content of proficiency in childcare professional development is not clearly indicated. This time, by structuring knowledge in a goal-oriented manner, we planned research to clarify each action of beginners and experts, and to search for tacit knowledge by structuring it in a certain way. Subjects: Two childcare workers with 2 years and 31 years of childcare experience who work at a free daycare kindergarten in B City, A Prefecture. Step 1: A 40-minute interview was conducted individually with each child in a conference room in the nursery school. First, we asked the question, ``What would you do for <do free daycare on a rainy day?> We proceeded with the interview while asking them to decide the subject of the action, the order of action, and so on. Step 2: Each piece of knowledge used to achieve a goal was purpose-oriented and structured using a method developed by Nishimura et al. (Nishimura et al., 2013).[Results] By clarifying each action of childcare and structuring it in a goal-oriented manner, we were able to visualize strategies for achieving the goals of both beginner and expert. The beginner mentioned concrete methods. On the other hand, the structured knowledge of experts covered a wide range of areas of childcare, such as child assessment, how to deal with troubles, how to deal with parents, and kindergarten policies. It was thought that the knowledge of expert was wide and abundant. On the other hand, beginner was limited to specific childcare methods and temporary problem-solving methods. Expert are thought to integrate knowledge and procedural knowledge that they have acquired from past experience and adopt strategies to achieve their goals in a procedural manner. It is speculated that the strategy for problem solving is being elaborated in this. On the other hand, it was beginner tended to search for and implement concrete solutions to the problems in front of them. Previous studies have suggested the following. Beginners follow the superficial similarities of problems, but experts focus on the structural features of problems and use analogies effectively (Novick, 1988). Experts approach problems in a qualitatively different way than beginners Solving (Chi et al., 1988). Experts reason forward from the information given in the problem, whereas novices reason backwards (Patel & Groen, 1986). The present results are consistent with the suggestions of those previous studies.
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Dawod, Zainb, and David Bell. "Enhancing the Learning of Special Educational Needs children with Dynamic Content Annotations." In 8th International Conference on Human Interaction and Emerging Technologies. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002756.

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Communication is difficult for students who have little or no clear speech. Consequently, a range of communication systems, including symbols, pictures, or gestures, is used as an alternative to speech. Semantic web technology has had an impact in the educational field and offers the potential for greater engagement with a rich web of content. Students’ behaviour and learning engagement are among the significant problems in managing any group with special needs. Pupils with learning difficulties tend to be more off-task in class, are required to receive more teacher attention, off-task behaviour, ask fewer educational questions with shorter response times, and give less feedback than other pupils. Communication systems have been used since the 1970s to support face-to-face communication with children who have little or no speech ability. From the literature, teaching using communication symbols requires an adequate number of trained staff and an understanding of the complexity of young peoples’ disabilities and behaviour. Teachers often feel overwhelmed in preparing class resources, where more than one resource may be needed to explain each thought (O’Brien, 2019). A new evolution of the web is called the “Semantic Web.” The Semantic Web is an extension of the current traditional World Wide Web - adding semantic descriptions and ontologies. One benefit is that such characterization and modelling help provide additional meaning to the web content; making content machine-understandable (Berners-Lee et al, 2001). Although the Semantic web is applied in different fields including education, there is limited research in the field of mainstream education, particularly for those with special needs. This research was conducted to show the impact of applying semantic annotation techniques in improving the engagement, concentration, and behaviour of children with special needs. This study follows a Design Science Research Methodology (DSRM), a research process to discover practical solutions by evaluating the results in a set of iterations to design a SENTP model. The findings present a novel approach to teaching children with various needs by introducing educational prototypes using different semantic annotation content in an educational website. We investigated the impact of the annotation content using the symbol communication systems (Makaton, Widgit, and PECS), pictures, or audios, which are part of the current methods for teaching in UK schools. We selected an appropriate annotation editor to test the SENTP prototype for testing in the study after exploring different techniques. We collected the data from seven schools in the UK: two nursery schools; two special need high schools; one primary state school; and one preschool for children with language and communication difficulties. A total of 23 educators approved to participate in this study. The data are recorded, transcribed, and thematically analysed using NVivo 11. The findings from the in-school experiment indicated that annotated content using semantic annotations could have a significant impact on making the learning process more effective with better class management for students with special needs, including pupils with autistic spectrum disorders.
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