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1
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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Kwon, Hyejin. "A Study on the Teaching Method of Elementary Gukak Education Using Local Folk Songs: Focusing on the traditional children's song of Eumseong-gun <kiwa palkki Song>." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 23 (December 15, 2022): 223–35. http://dx.doi.org/10.22251/jlcci.2022.22.23.223.
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Objectives The purpose of this study is to find an effective guidance plan for Korean traditional music education by utilizing the children's songs of Eumseong-gun among local folk songs in Chungbuk. Methods To this end, the theoretical background of the integrated subject-oriented curriculum and the music- oriented curriculum were theoretically examined, and the traditional nursery rhymes of Chungbuk were examined. Based on this, the traditional children's song “kiwa palkki Song” in Eumseong, Chungcheongbuk-do, was selected as a research song, and a total of 7 teaching and learning plans were integrated for 5th and 6th graders. Results It could be seen that it would be a guidance plan that meets the cultivation of creative and convergent talents aimed at the 2015 revised music curriculum, and the necessity of research on integrated education between subjects could be recognized. Conclusions Through this study, it is hoped that it will serve as an important foundation for learning our traditional music and understanding the essence, and furthermore, it was suggested that various follow-up studies on local folk songs in Chungbuk are continuously needed.
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Maulita, Peni, Suhono Suhono, Rizky Hidayatullah, and Yeasy Agustina Sari. "An Analysis of Using Chuchu TV Nursery Rhymes and Kids Songs YouTube Channel as Medium for Learning Early Childhood English Vocabulary." Bulletin of Early Childhood 1, no. 2 (December 31, 2022): 80. http://dx.doi.org/10.51278/bec.v1i2.550.
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Many children who have not been able to master basic English vocabulary such as various colors, animals, fruits, and the alphabet Learning English must be done from an early age, one of the media that can be used to learn English is YouTube. YouTube is an interesting medium to use in the teaching and learning process of English. YouTube users are spread all over the world from various age groups, from early childhood to adults. One of the popular YouTube Channels among children is ChuChu TV. This study aims to analyze the use of ChuChu TV as a vocabulary-learning medium for early childhood. This research is a type of qualitative research with a case study method. Researchers used observation and interviews as data collection techniques. Participants in this study were children aged 5 to 6 years in Purwosari, North Metro District, Metro City. The research results show that the use of the ChuChu TV YouTube Channel can improve English vocabulary in some early childhood students.
Keywords: English Vocabulary, YouTube Education, Early Childhood
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Al-Asbahi, Khaled Mohammed Moqbel. "Insights into the Semantics of Reduplication in English and Arabic." International Journal of English Linguistics 10, no. 1 (January 13, 2020): 384. http://dx.doi.org/10.5539/ijel.v10n1p384.
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The paper aims to describe and compare the semantics of reduplication in English and Arabic. The paper shows more semantic similarities in reduplication than differences between both languages; although, Arabic reduplication is noted to be semantically more productive than English reduplication. Both languages divide reduplication into full/partial, free/bound, and continuous/discontinuous. Moreover, both languages share the senses of reduplication like; repetition, emphasis, intensity, onomatopoeia, contempt, affection, plurality, non-uniformity, and instability, nonsense, spread out, scatter, movement, contrast, continuity, completion, and lack of control. The semantic connection was developed between most of these concepts, which showed that ambiguity was common between both languages. Both the languages used reduplication in the nursery rhymes, lyrics, games, prayers, second language teaching, children’s phonics cartoons, advertisements, tongue twisters, slogans, newspaper headlines, and political and ideological rhetoric. These similarities support the belief of some linguists stating that different languages in the world share a variety of ‘universal’ semantic features. The study concluded that Arabic reduplication was semantically more productive than English reduplication.
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Abror Huda, Tiyas, and Een Yayah Haenilah. "The positive role of parents and family in home-based literacy: An Integrative Review." Indonesian Journal of Innovation Multidisipliner Research 2, no. 2 (April 17, 2024): 42–59. http://dx.doi.org/10.31004/ijim.v2i2.79.
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This study analyzes and explores home-based literacy based on prior research indexed by Scopus and published between 2020 and 2022 to determine the roles parents and families play in learning home-based literacy. The analysis was explicitly done in the area of education. Search outcomes for article samples were discovered using a Scopus.com account. The author used the integrated review methodology and looked up to 12 papers. The author concludes that when parents and families participate, home-based literacy programs greatly benefit children's learning and development. Parents and families must support children's literacy development through reading books, labelling objects, telling stories, teaching numbers and letters, and reciting nursery rhymes. The activity's success is also influenced by the parent's educational attainment and financial standing in carrying out their duties. The more educated and wealthy a person is, the simpler it will be to implement at-home literacy initiatives. Conversely, implementation will be hampered by the parents' lower levels of education and wealth. However, this can be avoided by connected parties cooperating, specifically by providing children and parents with access to free books at home.
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Sayakhan, Najat Ismael, and Darcy H. Bradley. "A Nursery Rhymes as a Vehicle for Teaching English as a Foreign Language." Journal of University of Raparin 6, no. 1 (June 28, 2019): 44–55. http://dx.doi.org/10.26750/vol(6).no(1).paper4.
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In this paper, the authors present a rationale and offer suggestions for how nursery rhymes could be used in the EFL classroom as well as how teachers and/or teachers in training might use nursery rhymes to enhance engagement in learning English. First, the authors define nursery rhymes, give a brief history of the origins, discuss the characteristics, make a case for using nursery rhymes with EFL learners, and last, offer practical suggestions for how nursery rhymes might be used in English as a Foreign (EFL) instruction. A list of accessible nursery rhyme resources is shared at the end. There are many categories in folklore, but the ones children often like the most and adults may remember well are nursery rhymes, fairy tales, fables, myths, legends, and folksongs. Each of these genres contributes in some way to the language development of children. Nursery rhymes in particular form one of the foundations of children’s as well as adults’ literary heritage. The simple rhythm and rhyme of the language, the often predictable structure of the narratives, and the appealing characters combine to produce memorable language models for young children (Cullinan & Galda, 1998; Temple, Martinez, & Yakota, 2011). Children delight in the opportunities to chant the catchy phrases, mimic the nonsense words, and recite the lines endlessly. This pleasure in nursery rhymes translates into developing many reading, writing and oral language skills such as naturally segmenting sounds in spoken words and playing with real and nonsense words. Additionally, young children appreciate the stories and verses for their rhythm, repetition, and rhyme. Their attention is focused on the fanciful language and imaginative nonsense. They learn basic story patterns, encounter vivid plots, develop a sense of theme, and meet intriguing characters that in turn become the stepping stones for subsequent literary education (Cullinan & Galda, 1998; Bodden, 2010).
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Lian, Maria Agustina Astuti Siba, and Nuri Ati Ningsih. "The use of nursery rhymes to teach writing for the eighth grade students of SMPN 2 Geger." English Teaching Journal : A Journal of English Literature, Language and Education 7, no. 1 (June 9, 2019): 33. http://dx.doi.org/10.25273/etj.v7i1.4727.
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<p><em>Writing is one of the basic skills in English teaching that must be mastered well by the students. Nursery Rhymes is choosen as a media in teaching writing in order to make the students easily to understand. The objectives of this research are: to describe the implementation, the advantages and the disadvantages of the use Nursery Rhymes to teach writing. The researcher takes place at SMPN 2 Geger. The researcher uses qualitative approach in this research. The source of data are social situation, participant/informant, and documents. The techniques of collecting data are observation, interview and documentation. The triangulation is used to validate the data while the researcher analyze the data through three phases consist of data condensation, data display and verifying conclusion. The result of the research shows that the implementation of the use of Nursery Rhymes to teach writing are explaining materials, introducing a Nursery Rhymes, play the song of Nursery Rhymes, and guiding the students write a text about the Nursery Rhymes. Beside, the advantages of the use of Nursery Rhymes to teach writing are: it is simple and cheaper than other media, it is enriches students’ vocabulary. While, the disadvantages are: it needs much time in teaching learning process, students still ask their teacher about the vocabulary and they are too lazy to open their dictionary. Meanwhile, it is suggested that the students should bring their dictionary in English class. The other researcher are expected to do a research about Nursery Rhymes for other skills.</em></p>
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WU, Yumei. "A Comparative Study of Animal Metaphors in Cantonese and English Nursery Rhymes." Asia-Pacific Journal of Humanities and Social Sciences 2, no. 1 (March 31, 2022): 060–69. http://dx.doi.org/10.53789/j.1653-0465.2022.0201.008.p.
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Animal metaphors are commonly seen in daily language and often appears in nursery rhymes. With the Great Chain of Being as the theoretical framework, this study deeply analyzes and compares the animal metaphors in 896 Cantonese and English nursery rhymes from the cognitive linguistic perspective by classifying them and interpreting their formed images. It is found that the number of animal metaphors in Cantonese nursery rhymes is much higher than that in English nursery rhymes for Cantonese is a dialect of the Chinese language, which belongs to imagery languages. Besides, although in some way animal metaphors in Cantonese and English nursery rhymes are similar from the perspective of their educational functions, due to the cultural differences between the Cantonese-English ethnic groups, animal metaphors in Cantonese and English nursery rhymes present the cultural characteristics of Cantonese and English respectively in terms of the source domains, their metaphorical connotation and mappings. This study may provide some reference for the translation and inheritance of Cantonese and English nursery rhymes, helping to pass down and communicate the local culture, so as to realize the purposes of creating and spreading nursery rhymes.
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Rahmaningrum, Citya, and Muryanti Muryanti. "Pengaruh Nursery Rhymes terhadap Kemampuan Kosakata Reseptif pada Anak Usia Prasekolah di TK Negeri Pembina Trenggalek." Jurnal Terapi Wicara dan Bahasa 2, no. 2 (June 1, 2024): 755–62. http://dx.doi.org/10.59686/jtwb.v2i2.111.
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Abstract Background: Nursery Rhymes is a song that is specifically made for children, that range from simple but happy notes and consist of lyrics that have specific meaning. While some rhymes seem designed purely to amuse, others are didactic and educational. Educational experts believe that nursery rhymes can sharpen children’s language skills. Through nursery rhymes, children can learn and understand many new vocabulary. Objectives: This study aims to find out the effect of nursery rhymes on receptive vocabulary skills in preschool children at TK Negeri Pembina Trenggalek. Methods: This study is a quantitative study with cross-sectional design. The sampling technique used in this study was purposive sampling with 52 respondents. The instruments used in this study were a nursery rhymes usage questionnaire and a receptive vocabulary skills test (Receptive One-Word Picture Vocabulary Test). The statistical test used in this study was Kendall's Tau. Results: The result of Kendall's Tau test showed a ρ value of 0.001 (ρ < 0.05) and a correlation strength of 0.428. This means that there is an effect of nursery rhymes on receptive vocabulary skills, with moderate correlation strength and positive correlation direction. That is, the more often children use nursery rhymes, the higher receptive vocabulary skills they have. Conclusion: There is an effect of nursery rhymes on receptive vocabulary skills in preschool children at TK Negeri Pembina Trenggalek. Keyword: nursery rhymes, receptive vocabulary skills, preschool children
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Suciati, Suciati, and Azizah Maulina Erzad. "Acquainting English to Young Learners through Nursery Rhymes at Playgroup." ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal 10, no. 1 (July 4, 2022): 17. http://dx.doi.org/10.21043/thufula.v10i1.13786.
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<em>Most children like and enjoy singing songs. It can be used as one of materials for foreign language learning. Using nursery rhymes in the classroom can be a great break from following a set curriculum</em><em>. This study aims to know the way to acquaint English to young learners through nursery rhymes, to identify the criteria of nursery rhymes that suits on the students, and to know the strengths and challenges in acquainting English to young learners through nursery rhymes at Playgroup. Qualitative research was employed to conduct this study. To collect the data, some techniques were carried out namely observation, interview, and documentation. The results revealed that the acquaintance of young learners English through nursery rhymes considers the content; students’ readiness, and class atmosphere, the nursery rhymes must teach the character education; the strengths in acquainting English to young learners through nursery rhymes at Halimatus Sa’diyah playgroup are the commitment among the manager/organizers, teachers and parents and the high awareness that English is important. And, the challenges are low teacher’s pedagogical competency, facilities, curriculum/material, and non-English school or living environment.</em>
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Stephenson Wilson, Jean Todd. "Recite, play and pronounce english joyfully with rhymes and chants!" DEDiCA Revista de Educação e Humanidades (dreh), no. 10 (March 1, 2016): 137–44. http://dx.doi.org/10.30827/dreh.v0i10.6855.
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In this article nursery rhymes and chants are described. These are poems which are authentic, and poems which have been composed specifically for the teaching of languages, respectively. They offer many benefits, such as the development of the listening and the speaking skills, insights into Anglophone cultures, and enjoyment for both teacher and children. Nursery rhymes and chants inspire games, handicrafts and acting out, and ideas are given for exploiting them successfully in the Primary classroom.
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Zeng, Yanhong. "A Comparative Study of Cultural Connotations of Animal Images in English and Chinese Nursery Rhymes." Journal of Education and Culture Studies 5, no. 4 (August 13, 2021): p14. http://dx.doi.org/10.22158/jecs.v5n4p14.
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As an important part of children’s literature, nursery rhymes are the earliest literary styles that children are exposed to after they are born. They can reflect objective things, living customs and national culture. Through the comparison of animal images in Chinese and English classic nursery rhymes, this paper concludes that there are cultural differences in animal images in nursery rhymes. Some animal images have similar cultural connotations in Chinese culture and English culture, while some animal images have different cultural connotations.
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OLAWE, Opeyemi Emmanuel. "Stylistic Analysis of Selected Primary School Nursery Rhymes and Implications on Pupils’ Reading Comprehension." Bulletin of Early Childhood 2, no. 1 (June 30, 2023): 37. http://dx.doi.org/10.51278/bec.v2i1.860.
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This study carried out a stylistic analysis of primary school nursery rhymes and their implications on reading skills of pupils. The study utilized descriptive research design where five nursery rhymes were randomly selected from a nursery rhyme textbook. The selected nursery rhymes were based on the popularity of the rhymes among the primary school children. The data obtained from the study was analyzed stylistically using the levels of stylistic analysis which include graphology, phonology, lexical and syntactic levels. Findings demonstrate that all the words choice in nursery rhymes is deliberately simpler so that the readers may understand the theme and the message of the rhymes. The rhymes are often based on simple shorter sentences, although long sentences can occur as well. Based on the age of the children, information is presented in a simple manner. The stings of sentences are not too long for the children to comprehend and the phrases and sentences are logically linked together to create a cohesive and perfect rhythm. The occurrence of rhyming especially end rhymes facilitate children’s learning faculty as they are reading the rhymes through the repetition of similar sounding words at the ending of a verse or line. This creates a mnemonic situation in which it is easier for the readers to memorise their reading through smooth and pleasurable reading experience.
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Millan, Catalina. "Adapting Intertextuality: The case of nursery rhyme characters in creating new canons in children’s culture." Journal of Literary Education, no. 1 (December 8, 2018): 193. http://dx.doi.org/10.7203/jle.1.11445.
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The increasingly common use of English nursery rhymes intertextually has impacted upon their transfer into target cultures: entire nursery rhymes, fragments and characters are now found in translational situations. Most of these situations are adaptations of nursery rhymes into other media; and one of the most evident is the use of nursery rhyme characters found in a different context, frequently portrayed visually. Through a reception case study with Spanish students, this report intends to address issues about the relevance of intertextuality in translation, as well as the child’s assumptions in relation to discourse and visual input. Through a qualitative mixed-method study, children worked with nursery rhymes without visual prompts as well as intertextually presented nursery rhyme characters, and offered insight into acquired expectations and anticipations. Through the revision of the results, visual adaptation proves to contribute to children’s acculturation and assumptions, reducing the openness to foreignization.
Key words: adaptation, intertextuality, nursery rhymes, translation, acculturation
ResumenEl uso cada vez más común de las nursery rhymes inglesas de forma intertextual tiene un impacto sobre su transferencia a la cultura meta: rimas enteras, fragmentos o personajes se encuentran ahora en situaciones de traducción. Muchas de estas situaciones son adaptaciones de nursery rhymes a otros medios; y una de las más evidentes es el uso de personajes de nursery rhymes en un contexto diferente, normalmente con un apoyo visual. A través de un estudio de recepción con estudiantes españoles de edades comprendidas entre 12 y 14 años, este artículo pretende ofrecer respuestas sobre la relevancia de la intertextualidad en la traducción, además de las presuposiciones en relación al discurso y a los mensajes visuales. A través de un estudio de métodos mixtos, un grupo de participantes trabajó con nursery rhymes sin apoyo visual y con personajes de nursery rhymes presentados de forma intertextual y con apoyo visual. El estudio ofrece información sobre las expectativas adquiridas y los patrones discursivos de los niños y adolescentes. En la revisión de los resultados, se demuestra que la adaptación visual influye en la aculturación y las presuposiciones de los niños partiendo de un modelo hegemónico, y reduce su capacidad de extranjerización en transferencias culturales.
Palabras clave: adaptación, intertextualidad, nursery rhymes, traducción, aculturación.
ResumL’ús cada vegada més comú de les nursery rhymes ingleses de forma intertextual té un impacte sobre la seua transferència a la cultura meta: rimes senceres, fragments o personatges es troben ara en situacions de traducció. Moltes d’aquestes situacions són adaptacions de nursery rhymes a d’altre mitjans i una de les més evidents és l’ús de personatges de de nursery rhymes en un context diferent, normalment amb un suport visual. A través d’un estudi de recepció amb estudiants espanyols d’edats compreses entre 12 i 14 anys, aquest article pretén oferir respostes sobre la rellevància de la intertextualitat en la traducció, a més de les pressuposicions en relació al discurs i als missatges visuals. A través d’un estudi de mètodes mixts, un grup de participants va treballar amb nursery rhymes presentats ací de forma intertextual i amb suport visual. L’estudi ofereix informació sobre les expectatives adquirides i els patrons discursius dels infants i adolescents. En la revisió dels resultats, es demostra que l’adaptació visual influeix en la aculturació i les pressuposicions dels infants tot partint d’un model hegemònic i redueix la seua capacitat d’estrangerització en transferències culturals.
Paraules clau: adaptació, intertextualitat, nursery rhymes, traducció, aculturació
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Pradhan, Mohan Kumar. "The Impact of Nursery Rhymes on Enhancing Speaking Skills of Grade Three and Four Students." Asian Journal of Education and Social Studies 50, no. 7 (July 3, 2024): 549–57. http://dx.doi.org/10.9734/ajess/2024/v50i71486.
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This action research study examined the impact of nursery rhymes on enhancing the speaking skills of grade three and four students. The study was conducted in an elementary school setting, with a focus on identifying whether the incorporation of nursery rhymes into the curriculum could effectively improve the speaking abilities of young learners. The study employed a quantitative approach involving pre-test and post-test. The study began by assessing the speaking skills of grade three and four students through pre-tests, which included tasks such as pronunciation, vocabulary, fluency and confidence. The findings of this action research suggest that nursery rhymes have a positive impact on enhancing the speaking skills of grade three and four students. The quantitative analysis post-test result revealed a significant improvement in students' speaking abilities after the integration of nursery rhymes into the curriculum. This research highlights the potential benefits of incorporating nursery rhymes into elementary education as a means to enhance speaking skills. The study provides valuable insights for educators, curriculum developers, and policymakers interested in improving language education for grade three and four students. Further, research is recommended to explore the long-term effects of nursery rhyme integration and its applicability in diverse educational contexts.
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Chen, Xi. "Visualizing Chinese nursery rhymes in contemporary picturebooks: a multimodal perspective." MonTI. Monografías de Traducción e Interpretación, no. 14 (April 28, 2022): 119–48. http://dx.doi.org/10.6035/monti.2022.14.04.
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This study investigates how Chinese nursery rhymes are visualized in contemporary picturebooks from a multimodal perspective. The data for case analysis are selected from three Chinese rhyming picturebooks. Based on Jakobson’s (1959) typology of translation, this study regards picturebooks as multimodal texts and examines the adaptation of Chinese nursery rhymes into contemporary picturebooks as a process of intralingual and intersemiotic translations. It first analyzes the modern adaptations of traditional Chinese nursery rhymes in the verbal texts and then discusses the text-image interactions in picturebooks to explore the intersemiotic translation from the verbal to the visual. The research results indicate that the didactical function or political implication of traditional Chinese nursery rhymes is usually weakened or omitted in the intralingual translation, while more creative and amusing narrative rhymes are adapted to tailor for contemporary children’s hobbies and lifestyle. Besides, in the intersemiotic translation between texts and images in picturebooks, flexible and varied methods are employed according to different text-image interplays.
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Christina, Yuni, and Pujiarto Pujiarto. "The Effectiveness of Nursery Rhymes Media to Improve English Vocabulary and Confidence of Children (4-5 Years) in Tutor Time Kindergarten." Journal of Education Research 4, no. 3 (August 31, 2023): 1326–33. http://dx.doi.org/10.37985/jer.v4i3.406.
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This study aims to evaluate the effectiveness of using nursery rhymes as media in increasing English vocabulary and self-confidence in children aged 4-5 years at Tutor Time Kindergarten, an Early Childhood Education (PAUD) school. Five English nursery rhymes are used to teach vocabulary to children. This study also examines the increase in children's confidence in singing and speaking English in public. This research method is an experiment with the control group and the treatment group. The results showed that the use of nursery rhymes as media was effective in increasing English vocabulary in children aged 4-5 years. Children in the treatment group showed a significant increase in understanding and using new vocabulary after participating in song learning. In addition, this study also revealed that there was an increase in children's confidence in singing and speaking English in public after they were involved in learning to use these songs. The use of nursery rhymes as media is an effective approach in increasing English vocabulary and self-confidence of early childhood at Tutor Time Kindergarten. These results have important implications for the development of fun and interactive learning methods in the PAUD environment to facilitate children's language development and confidence in English.
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Sayakhan, Najat Ismael. "Nursery Rhymes as a Vehicle for Teaching English as a Foreign Language." International Journal of Literature and Arts 2, no. 3 (2014): 84. http://dx.doi.org/10.11648/j.ijla.20140203.15.
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Nichols, Kenneth. "Case Study #7: Nursery Rhymes by Mother Goose and Others." Public Voices 14, no. 1 (November 14, 2016): 191. http://dx.doi.org/10.22140/pv.30.
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From childhood, everyone has heard a range of nursery rhymes, many attributed to “Mother Goose.” Those verses — part of the fabric of our culture — are also pointed lessons in organization and leadership.
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Kadam, Krishna S., Niraj S. Gokhale, Shivayogi M. Hugar, Pooja K. Dialani, Neha Kohli, and Bhuvanesh Nitin Bhusari. "Comparative Evaluation of Anxiety Levels in Children Undergoing Restorative Procedure Using No Music, Music of Choice, and Nursery Rhymes as a Behavior Management Technique in Children between 4 and 12 Years – An In vivo Study." Journal of the Scientific Society 51, no. 2 (April 2024): 239–44. http://dx.doi.org/10.4103/jss.jss_102_23.
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Aim: The aim is to compare and evaluate the impact music has on anxiety in children while performing restorative procedures. Materials and Methods: Forty-five children between the ages of 4 and 12 years without any prior dental experience were recruited for the study. Forty-five children were equally divided into three groups of 15 children in each by simple random sampling. The children were allocated to the groups using the computer allocation method. Group A consisted of 15 children who were not made to hear music, Group B consisted of 15 children who heard nursery rhymes, and Group C consisted of 15 children who heard music of their own choice while undergoing restorative treatment for 40 min. Anxiety levels were assessed preoperatively and postoperatively using Venham’s picture test, and pulse rate using pulse oximeter. Results: Music of choice and nursery rhymes showed a better reduction in anxiety levels than no music, with a very high statistically significant difference (P < 0.001). Music of choice was better than nursery rhymes and no music in reducing anxiety in children. Conclusion: The music of choice was more effective in reducing anxiety when compared to the nursery rhyme group and no music group.
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Angriana, Ella, Lelly Suhartini, and Sitti Agustina. "THE EFFECT OF NURSERY RHYMES ON STUDENTS’ VOCABULARY ACHIEVEMENT AT THE FIFTH GRADE OF SDN 10 POASIA." Journal of Teaching English 5, no. 1 (March 30, 2020): 74. http://dx.doi.org/10.36709/jte.v5i1.13597.
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This study is conducted to investigate the effect of using nursery rhymes on students’ English vocabulary (noun and adjective) achievement at fifth grade of SDN 10 Poasia. This study applied pre-experimental design with one group pre-test and post-test design. The population of this study was all of V grade of SDN 10 Poasia consisting of 67 students. Technique of taking sample of this study was purposive sampling involving 21 students. Vocabulary achievement test in the form of multiple choices consisting of 37 numbers was used as instrument of this study. The result showed that there was a significant effect of using nursery rhymes in improving students’ English vocabulary achievement. It was proven by the improvement of students’ mean score from pre-test to post-test. The mean score for pre-test was 34.81 and the mean score for post-test increased to 76.81. It was supported with the result of t-test, the value of Sig. (2-tailed) was 0.000 with α = 0.05. H1 was accepted because the value of Sig. (2-tailed) was below α value. It means that there was a significant effect of using nursery rhymes on students’ English vocabulary achievement of the VB students’ of SDN 10 Poasia.
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Heriyanto, Eko, Bondan Eko Suratno, and Adityo Putro Wicaksono. "Implementasi Metode Cerry Lalaland dalam Pembelajaran Jarak Jauh." Stilistika: Jurnal Pendidikan Bahasa dan Sastra 15, no. 1 (January 31, 2022): 1. http://dx.doi.org/10.30651/st.v15i1.9868.
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Implementation of Cerry Lalaland Method in Distance Learning ABSTRAKPenelitian ini bertujuan untuk menjelaskan langkah-langkah implementasi Cerry Lalaland sebagai metode alternatif pembelajaran sastra anak dan mengetahui sikap responden terhadap metode tersebut. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif dan kuantitatif. Pengumpulan data menggunakan kuesioner. Analisis data menggunakan skala likert. Hasil penelitian ini adalah Cerry Lalaland dilakukan dengan pengumpulan nursery rhymes dan lagu dolanan Jawa, menganalisis nilai moral, sejarahnya, pembuatan web, implementasi dalam pembelajaran dan pengisian kuesioner. Hasil uji menggunakan skala likert menunjukkan bahwa metode Cerry Lalaland ini berada dalam kategori “Baik” dengan indeks prosentase 68,6%. Dengan demikian, simpulannya adalah bahwa metode cerry lalaland ini baik untuk diimplementasikan pada pembelajaran sastra anak dalam pembelajaran jarak jauh. Kata kunci: Sastra anak, nursery rhymes, lagu dolanan jawaABSTRACTThis study aimed to describe the implementation stages of Cerry Lalaland as an alternative method of learning children’s literature and to find out the respondents’ agreement to the method. The method used in this research was descriptive qualitative and quantitative method. Questionnaire was used to collect data and analyze them through likert scale. The results were Cerry Lalaland was carried out by collecting nursery rhymes and lagu dolanan jawa, analyze moral and historical values, create web, implementate in learning and filling out questionnaires. The test results by using the likert scale showed that the Cerry Lalaland method was in the “good” category with a percentage index of 68.6%. The conclusion was cerry laland is a good method to be implemented in distance learning. Keyword: Children’s literature, nursery rhymes, lagu dolanan jawa
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Marshaniya, Kristina M. "T. S. ELIOT’S “OLD POSSUM’S BOOK OF PRACTICAL CATS” IN THE CONTEXT OF “NURSERY RHYMES” TRADITION." Philological Class 26, no. 2 (2021): 191–99. http://dx.doi.org/10.51762/1fk-2021-26-02-16.
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This paper presents the results of a comparative study of the collection of poems Old Possum’s Book of Practical Cats (1939) by T. S. Eliot and the collection of children’s verses Mother Goose Old Nursery Rhymes (published in 1760), compiled and illustrated by A. Rackham (1913). Consisting of 15 poems, and distinguished by its frivolity against the background of other works by Eliot, the cycle Old Possum’s Book of Practical Cats has been overlooked by both Russian and foreign researchers for a long time. Recently a surge of interest in this book of verse has been provoked by the release of a feature film Cats (2019) based on the world-famous musical by Andrew Lloyd Webber. This fact as well as the lack of serious academic studies of Eliot’s book of verse has determined the urgency and novelty of this paper. It is also important to show the involvement of this segment of Eliot’s poetry into the English literary tradition. The aim of this research is to identify the influence of Victorian aesthetics of nonsense on the poetry of T. S. Eliot’s cycle. The method of comparative analysis has been chosen as the main research method. Besides, structural-semantic and linguistic-cultural methods have been used. In understanding and interpreting the term “tradition” the author relies on Eliot’s aesthetics, in which this concept is central. The terminological unit “nursery rhymes” is used in its original traditional meaning since its historical and cultural background disappears in any Russian translation or scholarly interpretation. In the course of work, certain features of nursery rhymes have been identified in the poetic texts by the great Modernist. The study of the specificity of this genre (the playful atmosphere of the text, the special rhythms and forms of coding historical events, animalistic perspectives, the use of various repetitions and imitations, the creation of author’s occasionalisms and unusual names of characters, etc.) confirms strong influence of the tradition of English nursery rhymes on T. S. Eliot’s works.
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ESENER, Ferhat, and Mustafa TAHİROĞLU. "Supporting Concept Teaching with Activities in Primary School Third Grade Life Science Course." International Journal of Psychology and Educational Studies 9, no. 4 (October 20, 2022): 1173–86. http://dx.doi.org/10.52380/ijpes.2022.9.4.788.
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This research aims to support the "teaching of concepts" in the 3rd grade Life Science Course with activities. A quasi-experimental design (selective) with a pre-test and post-test control group, one of the quantitative research designs, was used in the research. Using songs, poems, rhymes, acrostics, stories, fairy tales, riddles/puzzles, animations, and traditional children's games, the experimental group's success in acquiring certain concepts from the third-grade life science course was enhanced by developing and implementing the above activities. Research data were collected with the "Concept Achievement Test" developed by the researcher by quantitative research data collection techniques. In the data analysis, arithmetic means were used to determine the academic success of the experimental and control groups. The Independent Sample t-Test was used for comparisons between groups. As a result of the research, there was a considerable achievement gap between the experimental and control groups, with the experimental group performing significantly better. According to these results, activities structured with songs, poems, nursery rhymes, acrostics, stories, fairy tales, puzzles/riddles, animations, and traditional children's games significantly impact student success in teaching concepts in third-grade elementary school biology classes. These activities apparently increase student success rates and are useful in this regard.
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Ajmal, Maria, Kashif Gull, and Muhammad Arfan Lodhi. "Deconstructing Gender Stereotypes in Children Literature “Chotti Si Munni”: An Application of Feminist Theory." International Journal of Childhood Counselling and Special Education 5, no. 2 (December 2023): 53–59. http://dx.doi.org/10.31559/ccse2023.5.2.3.
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Objectives: The aim of the research is to explore the significance of Nursery Rhymes within the lives of children and the way they make contribution to the formation of personal identity of children especially in female. The research claims that children's literatures can nurture and unconsciously but in systematic manner, develop the idea of feminism in kids through kid's literature. It is noteworthy that all nursery rhymes have a great impact on the lives of children by portraying characters in the nursery rhyme. The study is an attempt to make connection among children psychology and gender roles in literature. The socio-psychological issues like gender role, gender discrimination, class system is important in it. Methods: The critique adopted the exploratory research framework. The data collected and analyzed for this study was qualitative in its nature and scope. "Chotti si Munni" (A small girl), a Pakistani Nursery Rhyme was taken as sample of study by applying typical and critical case sampling strategy on Pakistani Kid's literature. Results: Findings of the study revealed that the portrayal of the little girl in "Chotti si munni" reflects the gendered expectations and limitations, which are foisted upon young girls in many traditional societies same as Nursery rhyme can be realized as a mirror image of the changing attitudes about gender roles and education in Pakistan. Conclusion: The summative discussions in the light of the findings obtained in this study indicate that challenging gender role and cultural norms in Pakistani society, promoting feminism and equality through kid's literature.
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Ajmal, Maria, Kashif Gull, and Muhammad Arfan Lodhi. "Deconstructing Gender Stereotypes in Children Literature “Chotti Si Munni”: An Application of Feminist Theory." International Journal of Childhood Counselling and Special Education 5, no. 2 (December 2023): 53–59. http://dx.doi.org/10.31559/10.31559/ccse2023.5.2.3.
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Objectives: The aim of the research is to explore the significance of Nursery Rhymes within the lives of children and the way they make contribution to the formation of personal identity of children especially in female. The research claims that children's literatures can nurture and unconsciously but in systematic manner, develop the idea of feminism in kids through kid's literature. It is noteworthy that all nursery rhymes have a great impact on the lives of children by portraying characters in the nursery rhyme. The study is an attempt to make connection among children psychology and gender roles in literature. The socio-psychological issues like gender role, gender discrimination, class system is important in it. Methods: The critique adopted the exploratory research framework. The data collected and analyzed for this study was qualitative in its nature and scope. "Chotti si Munni" (A small girl), a Pakistani Nursery Rhyme was taken as sample of study by applying typical and critical case sampling strategy on Pakistani Kid's literature. Results: Findings of the study revealed that the portrayal of the little girl in "Chotti si munni" reflects the gendered expectations and limitations, which are foisted upon young girls in many traditional societies same as Nursery rhyme can be realized as a mirror image of the changing attitudes about gender roles and education in Pakistan. Conclusion: The summative discussions in the light of the findings obtained in this study indicate that challenging gender role and cultural norms in Pakistani society, promoting feminism and equality through kid's literature.
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Tehuayo, Ivana. "Speech Acts in GEICO’s Short Stories and Nursery Rhymes Advertisements." K@ta Kita 7, no. 1 (February 28, 2019): 42–47. http://dx.doi.org/10.9744/katakita.7.1.42-47.
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In this study, the writer analysed the visual and the verbal data from four of GEICO’s 2010 advertisement campaign using speech acts theories. The illocutionary acts that are found in the advertisements are representatives (16), followed by expressives (4), and directives (4). Through the speech acts types and the visuals, GEICO wants to persuade the audiences to emotionally believe in their company and hopefully use their insurance service. From this study, the writer wants to say that through constructing and formulating the right words in literary works adaptation, one can create a powerful promotion tool that will persuade the audiences to do some beneficial future actions for the speaker. Key words: Speech act, nursery rhyme, short story, advertisement, persuasion, emotional connection.
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陈, 李茂. "Study on Nursery Rhymes of Min Dialect of Xuwen in Leizhou Peninsula." Modern Linguistics 12, no. 05 (2024): 763–79. http://dx.doi.org/10.12677/ml.2024.125424.
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AlAfar, Manahel. "The Value of Songs and Rhymes in Teaching English to Young Learners in Saudi Arabia." English Language and Literature Studies 6, no. 4 (November 29, 2016): 25. http://dx.doi.org/10.5539/ells.v6n4p25.
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The study aimed to show the impact of using songs and rhymes in teaching English to young female learners in Saudi Arabia. It involved 20 Saudi teachers who were randomly selected from public and private schools in Riyadh city. The age of the female students ranged from 6 to 10 years. Forty parents volunteered to participate, Parents were asked to answer an online survey comprising ten different questions. Interview questionnaire and online survey were the tools used for data collection. About 9 of all teachers don’t use songs and rhymes activities in teaching English. 15 of teachers out of 20 said that it is not a mandatory part of the curriculum. 13 of the teachers believe that it is very important and 2 teachers believed in using songs and rhymes to facilitate remembering. 16 of teachers out of 20 noticed that their students are actually using the songs or their vocabularies outside the classroom and 17 of all teachers stated that songs and rhymes helped their young learners’ English language development. 82.50% of parents in Saudi Arabia support teaching English to their children, 47.50% of parents stated that their child is using English only in the classroom. Only 7.50% of the parents were not aware of this classroom activity while 92.50% of them are aware. 2.50% of parents expressed their disagreement. The study found out that songs and rhymes are rarely used in teaching English to young learners in the Saudi Arabia and curriculum was not rich enough with activities like songs and rhymes.
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Cui, Mei-hua. "A Study on the Anti-Japanese Nursery Rhymes of Chinese-Korean National Minority." Korean Journal of Children's Literature Studies 41 (December 31, 2021): 85–109. http://dx.doi.org/10.24286/kjcls.2021.12.41.85.
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Prus, Aleksandra. "Issues of saving in poems and rhymes of School Savings Unions members in primary schools." Pedagogika. Studia i Rozprawy 28 (2019): 257–69. http://dx.doi.org/10.16926/p.2019.28.20.
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The article presents an analysis of rhymes and nursery rhymes of primary school students devoted to saving. Considerations of this study show the roots of the School Savings Accounts, signaling the timeliness of this idea and its educational values. Presented problems concern economic education, taking place in school savings offices, taking place through children’s literary creativity. The thesis proves that the rational use of the technology in the school has a positive impact on broadening the range of expertise, skills and creativity in the field of saving, which is an element of economic education. Although the School Savings Unions have a long tradition, the values they promote are still valid and find their place in the process of education in primary education in Poland.
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Jackson, Marilyn Malloy, and Melissa Allen Heath. "Preserving Guam's culture with culturally responsive children's stories." School Psychology International 38, no. 5 (September 25, 2017): 458–72. http://dx.doi.org/10.1177/0143034317719944.
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Regardless of where schools are located, teachers face the challenge of teaching and mentoring children, not only in academic achievement but in social emotional development. When faced with challenges, young children are especially vulnerable because they lack the life experience and developmental maturity to adequately cope. Relying on the lead author's personal experiences in leading Guam's university teacher preparation program and in developing an early childhood education literacy program, this article demonstrates how teachers adapted popular Mother Goose nursery rhymes, tales, and local indigenous stories, making stories relevant to the local culture in Guam. Stories, specifically aligned with local cultures and traditions, are recommended as an intervention strategy to strengthen children's emerging literacy skills and to strengthen children's self-identity and resilience. In particular, offering opportunities for students to see oneself and one's culture in children's literature builds cultural esteem and a sense of community.
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Concannon-Gibney, Tara. "“Teacher, Teacher, can’t Catch Me!”: Teaching Vocabulary and Grammar using Nursery Rhymes to Children for Whom English is an Additional Language." Reading Teacher 75, no. 1 (May 13, 2021): 41–50. http://dx.doi.org/10.1002/trtr.2013.
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Bose, Kabita, and Grace Seetso. "Science and mathematics teaching through local games in preschools of Botswana." South African Journal of Childhood Education 6, no. 2 (November 29, 2016): 9. http://dx.doi.org/10.4102/sajce.v6i2.453.
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This article presents a study regarding preschool teachers’ skills and competencies in teaching science and mathematics. The aim of the project was twofold; one to find out the preschool teachers’ knowledge about mathematics and science concepts and then to develop support material to empower them with skills and competencies to teach these concepts in preschools. A qualitative approach was adopted, and a case study method was used. Data were collected through two workshops and focus group discussions with preschool teachers. The study revealed that the preschool teachers had content knowledge, but lacked pedagogical knowledge that is crucial in teaching of preschool children, and they provided science and mathematics experiences in preschools scarcely. A resource book of 33 local games and rhymes thus was developed as a support material to empower the teachers with skills and competencies to use play to teach science and mathematics in preschools. The resource book developed consists of 33 local games/rhymes and is packaged with the games’ illustrations, steps and rules followed in the games, science and mathematics concepts and competencies that could be taught to children, along with probing questions that would help in teaching of science and mathematics concepts to children.
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Alkhlavova, Inna Khumkerkhanovna, Abusup'yan Tatarkhanovich Akamov, and Abdulakim Magomedovich Adzhiev. "On the Balkar-Karachay-Kumyk folklore commonness." Litera, no. 7 (July 2020): 75–84. http://dx.doi.org/10.25136/2409-8698.2020.7.33293.
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The subject of this article is the genetic affinity of the Balkar, Karachay and Kumyk folklore. Interconnection between three closely related nations – Balkars, Karachays, Kumyks, whose origins take roots in the ancient time and continued in medieval times, are reflected virtually in all folklore genres: myths, heroic epos, ritual and nonritual poetry, heroic-historical songs, etc. The object of this research is the folklore and historical materials that testify to close genetic affinity of the Balkars, Karachays, Kumyks. The scientific novelty of this work consists in analysis of the material that demonstrates significant commonness of Balkar-Karachay-Kumyk folklore. Therefore, the targeted study of folklore ties of Balkars-Karachays and Kumyks with regards to all genres, represents not only scientific-theoretical significance, but also allows determining specific cultural-historical paths of development of these ethnoses along with other ethnic groups of North Caucasus. The conducted analysis of tales, nursery rhymes, skipping-rope rhymes, proverbs and sayings of the three ethnic groups emphasizes their typological similarities and genetic affinity. This allows formulating the conclusions of scientific-theoretical nature, as well as on the history of the indicated ethnoses.
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Effendi, Rustam. "Seeing Nature and the Philosophy of Banjar Through Banjar Traditional Pantun." Indonesian Journal of Cultural and Community Development 3 (June 5, 2019): 25–32. http://dx.doi.org/10.21070/ijccd2019213.
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Banjar traditional rhymes are rhymes that lived and prospered around 1900 and below. The calculation from 1900 down refers to the theory that traditional literature lived and developed two generations ago and below. Traditional Banjar rhymes are expressed only in spoken language. If traditional Banjar rhymes are expressed only in spoken language, then the contemporary Banjar rhymes, in addition to being expressed in spoken language, are also expressed in written language, even expressed through cyberspace, such as whats up, facebook, and other virtual worlds (digital literature). The Banjar Pantun is supported by traditional Banjar people, who are mostly illiterate. Therefore, the content of rhymes is very vulgar (to be honest, revealing things as they are) and reflects the natural condition at the time the rhymes were made, and reflects the original philosophy of Banjar, which has not been contaminated by foreign cultures. Research on the Banjar traditional pantun is very important and very urgent. Banjar rhymes which are verbal are stored in the memory of informants, most of which are elderly. Therefore, various Banjar rhymes must be immediately recorded and analyzed in accordance with the explanation of the informant. The results of this study conclude that the natural atmosphere reflected from the Banjar rhyme is a calm, peaceful atmosphere, fresh wind blowing, deep rivers and clear water, a sense of family, shady trees, community activities back and forth from village to village, and prosperity and the happiness of life. Some of the philosophy of life of the Banjar people reflected in the traditional Banjar rhyme are: (i) regard the teaching profession as the noblest profession outperforming other professions, (ii) Appreciation to Mr. Tuan Haji (someone who has performed the hajj) and submit to his advice, (iii ) ideal women for Banjar people are white women and like to smile, (iv) true longing and jealousy will not be able to be cured, (v) people who love each other are people who remember each other, (vi) new people remember and appreciate his family and hometown when afflicted by unfortunate overseas, (vii) contemplate fate and accept destiny if fate has been determined by the Almighty.
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Zi Rui Liu and Masayu Dzainudin. "Opportunities and Barriers of Integrating the 1+X Certificate System into Nursery Teacher Education in China." Journal of Advanced Research in Applied Sciences and Engineering Technology 36, no. 1 (December 24, 2023): 1–15. http://dx.doi.org/10.37934/araset.36.1.115.
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The development of high-quality vocational education is a critical factor in establishing a robust economy. Therefore, every nation places significant emphasis on the quality of teaching and learning within vocational education. This study investigates the use of the 1+X Certificate System to enhance teaching competence among nursery teacher students in China, with a particular focus on the experiences of Early Childhood Education (ECE) teacher educators who support their students during their teacher education. Employing a qualitative research design, the study conducted four in-depth case studies of ECE teacher educators who integrated the 1+X Certificate System into the nursery teacher education curriculum at a college in China. The findings of the study reveal the 1) Alignment with the Existing Curriculum; 2) Effectiveness in Teacher Education; and 3) Adequacy of Teaching Resources; and 4) Establishing Partnerships with Nursey Schools that ECE teacher educators encountered in utilizing the 1+X Certificate System to improve the teaching competence of nursery teacher students. This study contributes to the ongoing discourse on the integration of the 1+X Certificate System into nursery teacher education programs. The implications of this research may inform future efforts to enhance the quality of nursery student teacher education, leading to the development of a highly skilled workforce in the ECE sector.
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Duinea, Raluca-Daniela. "Jan Erik Vold’s Concrete Poems: a Way to Enhance Students’ Creativity and Grammar Skills in Norwegian." Studia Universitatis Babeș-Bolyai Philologia 68, no. 2 (June 25, 2023): 65–84. http://dx.doi.org/10.24193/subbphilo.2023.2.04.
Full textAbstract:
"Jan Erik Vold’s Concrete Poems: A Way to Enhance Students’ Creativity and Grammar Skills in Norwegian. The current paper aims to present the didactic use of the Norwegian concrete poems. The concept of concrete poetry will be approached through Jan Erik Vold’s literary perspective as the promoter of concretism in Norway. In order to prove the effectiveness of these poems in the teaching process, a survey was conducted including a questionnaire with closed-ended and open-ended questions. The respondents were 1st- and 2nd- year students of BA in Norwegian language and literature and a group of 3rd-year students from The Centre for Language Industries, enrolled at the Faculty of Letters, at Babeș-Bolyai University. This research aimed at the effectiveness of using Vold’s concrete poems when teaching specific language structures in Norwegian. Thus, a survey was done at the end of one semester of experiment when I used Jan Erik Vold’s concrete poems for my students during my Norwegian language courses and seminars. The results showed that especially during these seminars students read, analyse and design concrete poems in Norwegian, including grammatical and typographical poems, ready-mades, tongue twisters and nursery-rhymes-like poems, in order to better understand and to revise a specific grammatical, syntactic or lexical structure in Norwegian. Keywords: Norwegian language, concrete poems, Jan Erik Vold, visual poem, grammatical poem "
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Gaidi, Karima. "Les Activités Ludiques comme Outils favorisant l’Apprentissage de la Compétence Langagière : cas des élèves de 5ème AP." Traduction et Langues 15, no. 1 (December 31, 2016): 166–80. http://dx.doi.org/10.52919/translang.v15i1.719.
Full textAbstract:
Playful Activities as Tools Promoting Language Learning Competence: Case of 5th primary school pupils
The teaching of the French language is regressing more in Algeria and it is an observation that has sufficiently motivated us to approach this subject, with a view precisely to leading to the diagnostic explanation of an aspect of the didactic situation of French in Algeria. We have estimated, following the reading of many research works which encourage the teaching of poetry from an early age that, through poetry, the child simultaneously learns phonetic competence, enriches his lexicon and learns the initiation where the child appreciates stylistic beauty in rhyme and syllabization…etc. In the perspective of proposing an element of response for the didactization of the oral skill, using playful activities such as the poem and the nursery rhyme, we plan to carry out or exploit different supports: a field survey, recitation , public speaking with the aim of constituting an authentic corpus and subsequently identifying qualifying results, which will serve in a global and conclusive sequence as an element of direct intervention in the change-remediation of the problematic situation of French in Algeria. To this end, several questions are imposed on us as an observer and future researcher, which requires, first of all, a rigorous and scientific analysis of the reality of the teaching / learning of French: why the teaching / learning declines further in Algeria? How can poems and nursery rhymes develop and promote the learning of French in an optimal way and improve the competence in terms of oral expression in the Algerian pupil? Such an approach requires a descriptive approach, pinpointing the nature of the disability phonetically and phonetically. In a global sequence, we try to identify a typology of language defects identified from our research in order to propose an operational didactic tool to constitute an answer to our problem. In this article, we are analyzing firstly the playful aspect in schools, then the interest behind it in Teaching and finally the learning of French as a foreign language. The first objective of this aspect is to facilitate access to Foreign Languages, because it has a positive part in the life of the child and plays a primary and crucial role in the linguistic development through the diversity of forms such as: nurseries rhyme, poems, songs and games...etc.
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Jensen, Robert J. "Teaching Mathematics with Technology: Multiples." Arithmetic Teacher 35, no. 3 (November 1987): 52–53. http://dx.doi.org/10.5951/at.35.3.0052.
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Throughout children's study of mathematics, the concept of multiples and the skills associated with multiples play an important role. Initially, children's love of rhymes such as “two, four, six, eight, meet me at the garden gate” is extended to include skip counting with numbers other than 2. Skip counting forms the basis for the production of tables of basic multiplication facts. Children are later expected to acquire skill in accessing these multiples in random order (i.e., knowing that 7 times 2 is 14 without having to skip count by twos until 14). In intermediate grades the concept and skills related to multiples are extended to include comparisons between sets of multiples in search of common multiples or, even more restrictively, the least common multiple (LCM) of two or more numbers.
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Ford, Ruth M., Daphne Evans, and Siné J. P. McDougall. "Progressing in Tandem: A Sure Start initiative for enhancing the role of parents in children’s early education." Educational and Child Psychology 20, no. 4 (2003): 80–95. http://dx.doi.org/10.53841/bpsecp.2003.20.4.80.
Full textAbstract:
AbstractThe Tandem Project is an educational programme, targeting preschoolers, sponsored by the DfEE Sure Start initiative. It aims to encourage parents from low-SES backgrounds to take a greater role in preparing their children for school. Parents are given a series of games to play with their children designed to develop basic pre-reading and numerical skills. Pre-reading games include listening to stories, learning about the representational qualities of print, reciting nursery rhymes, recognising and discriminating shapes and letters, and analysing the sounds of words. Numerical games include learning about length, size, and quantity, linking concepts about quantity with the number system, counting, and recognising written numerals. A preliminary study found the programme was successful in developing children’s skills although outcomes were moderated by family socio-economic status. The implications for involving parents in the education of their preschool children are discussed.