Academic literature on the topic 'Nursey rhymes'
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Journal articles on the topic "Nursey rhymes"
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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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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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Ellyawati, Hetty Catur. "Parallelism in Nursery Rhymes." E-Structural 1, no. 02 (January 11, 2019): 154–73. http://dx.doi.org/10.33633/es.v1i2.2134.
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Parallelism is a way to make your writing and speaking become more interesting and clear. Some of poetry writers and public speakers use this method to make their writings or speeches easy to remember. Another writing using parallelism is nursery rhymes. This research aims to find out the use of parallelism in nursery rhymes in ABCKidsinc. The method used to collect data is purposive random sampling, meanwhile in analysing data, I use descriptive method. The result of this research is there is a use of parallelism in nursery rhyme in ABCKidsinc. It is not only in vocabulary and sound but also in grammar.Keywords: parallelism, nursery rhymes, vocabulary, sound, grammar
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Bryant, P. E., L. Bradley, M. Maclean, and J. Crossland. "Nursery rhymes, phonological skills and reading." Journal of Child Language 16, no. 2 (June 1989): 407–28. http://dx.doi.org/10.1017/s0305000900010485.
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ABSTRACTNursery rhymes are an almost universal part of young English-speaking children's lives. We have already established that there are strong links between children's early knowledge of nursery rhymes at 3;3 and their developing phonological skills over the next year and a quarter. Since such skills are known to be related to children's success in learning to read, this result suggests the hypothesis that acquaintance with nursery rhymes might also affect children's reading. We now report longitudinal data from a group of 64 children from the age of 3;4 to 6;3 which support this hypothesis. There is a strong relation between early knowledge of nursery rhymes and success in reading and spelling over the next three years even after differences in social background, I.Q and the children's phonological skills at the start of the project are taken into account. This raises the question of how nursery rhymes have such an effect. Our answer is that knowledge of nursery rhymes enhances children's phonological sensitivity which in turn helps them to learn to read. This paper presents further analyses which support the idea of this path from nursery rhymes to reading. Nursery rhymes are related to the child's subsequent sensitivity to rhyme and phonemes. Moreover the connection between knowledge of nursery rhymes and reading and spelling ability disappears when controls are made for differences in these subsequent phonological skills.
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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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Fernandez-Fein, Sylvia, and Linda Baker. "Rhyme and Alliteration Sensitivity and Relevant Experiences among Preschoolers from Diverse Backgrounds." Journal of Literacy Research 29, no. 3 (September 1997): 433–59. http://dx.doi.org/10.1080/10862969709547967.
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There exists a well-established positive relation between phonological awareness and learning to read. Experiences with linguistic routines like nursery rhymes may provide one route through which children gain phonological awareness. The phonological awareness and home experiences of 59 prekindergartners from different sociocultural groups were examined. Performance differences favoring middle-income children over their low-income counterparts were obtained on tasks assessing rhyme and alliteration sensitivity and nursery-rhyme knowledge. Middle-income children also engaged more frequently than low-income children in word games and book interactions at home. The only significant difference among children of the same income level was that African-American low-income children displayed lower levels of nursery-rhyme knowledge than European-American low-income children. Two demographic variables, maternal education and ethnicity, made significant contributions to rhyme sensitivity. Among the experiential variables, the strongest correlates of rhyme sensitivity were nursery-rhyme knowledge and frequency of engagement in word games and book interactions. The results suggest that children's rhyme sensitivity may be influenced by engagement in word games and book interactions that foster knowledge of linguistic routines containing rhyme.
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Blondel, Marion, and Christopher Miller. "Rhythmic structures in French Sign Language (LSF) nursery rhymes." Sign Language and Linguistics 3, no. 1 (December 31, 2000): 59–77. http://dx.doi.org/10.1075/sll.3.1.04blo.
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Research over the past three decades has brought attention to various ways in which linguistic structures are exploited to build poetic form in sign languages. These include recurring patterns of phonological elements (similar to rhyme, alliteration or assonance) that play a role in the structure of verses and strophes, as well as uses of metaphor and modifications of the form of signs that contribute to an overall fluidity of movement distinct from non-poetic signed discourse. In this paper we concentrate our attention on the role of rhythmic structure and the ways in which it interacts with syntactic structure to build poetic form. Our data consist of nursery rhymes, either original LSF creations or adaptations from French nursery rhymes, which were composed by Deaf adults and children. This type of poetry, as a genre of oral literature, is essentially performance-related and is highly variable in form. Despite the difference in modality (oral vs. gestural), LSF and French nursery rhymes show similar characteristics (repetition of phonological units, non-significant gesture, similar subject matter etc.), and rhythmic structure is central to their overall structure. This paper isolates rhythmic templates in LSF nursery rhymes via the analysis of accentual prosody (speed, intensity and manner of movement) and compares the nursery rhymes with an equivalent corpus of non-poetic performances. This research is relevant to the question of the universality of infant rhythmic structure and the importance of nursery rhymes in first language acquisition.
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May, Brittany Nixon. "The Rhyme and Reason for Nursery Rhymes in the Elementary Music Classroom." General Music Today 33, no. 2 (October 14, 2019): 90–96. http://dx.doi.org/10.1177/1048371319880875.
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Many educators have recognized how nursery rhymes can be used in classrooms to nurture the cognitive, physical, social, emotional, and music development of children. In the elementary music classroom, nursery rhymes can be used to foster a playful and engaging music learning environment, and prompt interdisciplinary learning opportunities. The vast repertoire of nursery rhymes from all over the world enables music educators to be conscientious and creative practitioners.
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Pratama, Ikke Dewi. "MEANING AND FORM IN NURSERY RHYMES TRANSLATION." Humanus 16, no. 1 (May 30, 2017): 1. http://dx.doi.org/10.24036/jh.v16i1.6655.
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MAKNA DAN BENTUK DALAM PENERJEMAHAN LAGU-LAGU ANAK AbstractTranslating nursery rhymes is not an easy task. The problems of equivalence in meaning and form as well as in the harmony between the translated lyrics and the music are aspects that need to be considered by the translators. By considering nursery rhyme lyric as poetry text, this research analyzes the equivalence of meaning and form in nursery rhymes translation. This research focuses on five nursery rhymes. The meaning analysis was done by conducting particular procedures on translation quality assessment. Meanwhile, the analysis of the form was conducted by comparing the two versions of the nursery rhymes focusing on the sound values. From the equivalence of meaning, the result shows that most nursery rhymes are translated less accurately. On the other hand, the finding of the equivalence in form shows that most of the auditory devices are deleted while most of the rhymes are shifted. This research is expected to give a contribution to song translation activities especially those involving children as the target listeners. Keywords: equivalence, accuracy, sound values, auditory devices, rhymes AbstrakMenerjemahkan lagu anak bukanlah hal yang mudah. Masalah kesepadanan makna dan bentuk, serta harmonisasi antara lirik terjemahan dan musik adalah aspek-aspek yang harus dipertimbangkan oleh penerjemah. Dengan mempertimbangkan lirik lagu anak sebagai teks puisi, penelitian ini menganalisis kesepadanan antara makna dan bentuk dalam terjemahan lagu anak. Dengan menggunakan teknik sampling, penelitian ini berfokus kepada lima lagu anak. Analisis makna dilakukan dengan prosedur penelitian kualitas terjemahan sedangkan analisis bentuk dilakukan dengan membandingkan dua versi lagu anak dengan fokus kepada sound values (bunyi). Analisis kesepadanan makna menunjukkan bahwa sebagian besar lagu anak diterjemahkan dengan kurang akurat. Dari segi bentuk, sebagian besar auditory devices dihapus sedangkan sebagian besar rima bergeser. Penelitian ini diharapkan dapat memberikan kontribusi terhadap penerjemahan lagu khususnya yang melibatkan anak-anak sebagai pendengar sasaran. Kata kunci: kesepadanan, keakuratan, sound values, auditory devices, rima
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DeSantis, Vincent P. "Nursery Rhymes." Psychoanalytic Study of the Child 41, no. 1 (January 1986): 601–26. http://dx.doi.org/10.1080/00797308.1986.11823475.
Full textDissertations / Theses on the topic "Nursey rhymes"
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Brennan, Deborah. "Nursery rhymes and rhyme detection in 3-year-olds." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0002/MQ46467.pdf.
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Hostalier, Claire. "Les invariants dans les Nursery Rhymes." Thesis, Paris 4, 2009. http://www.theses.fr/2009PA040307.
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La recherche d'invariants phonétiques ou phonologiques dans un corpus tel que les nursery rhymes nous a amené à les collecter, à les contraster et à les analyser. La collecte finale se fit grâce au dictionnaire des nursery rhymes, compilé par les folkloristes anglais, Peter et Iona Opie, une anthologie étymologique de référence. Ils passèrent de nombreuses années à répertorier toutes sortes de nursery rhymes, anciennes et récentes, populaires et inconnues. Le but de la collecte de ce corpus était de la faire de façon globale et neutre sans apport initial d'enfants. La deuxième étape fut une réflexion sur leur identité et leur forme ce qui aboutit au constat qu'une comptine n'en était une que si elle continuait à exister. Faisant partie de la tradition orale, la nursery rhyme doit être récitée, scandée régulièrement par un public précis pour qu'elle se transmette et continue son parcours intergénérationnel . Un sondage fut mis en place auprès d'une centaine d'enfants anglophones qui contrastèrent le corpus global en deux entités. Le résultat fit apparaître un corpus de comptine toujours connues et récitables par les sondés et un autre corpus de comptines oubliées. A partir de ces deux nouveaux corpus, une analyse phonétique fut entreprise pour dégager un ou des invariants inhérents à la condition de nursery rhyme. En couplant le premier et le dernier son-consonne accentué de chaque vers de chaque comptine et en prenant la place de l'articulation comme mesure de référence, il se dégage deux mouvements majoritaires dans leur énonciation, un mouvement d'arrière en avant pour les comptines populaires et un mouvement d'avant en arrière pour celles qui sont oubliéesThe search for phonetic or phonological invariants in nursery rhymes made us collect them globally, contrast them through a survey and analyse them. The Opies, British folklorists, published an Oxford Dictionary of Nursery Rhymes which became our primary source of material as their precious collection of rhymes had the advantage of being global and objective. Once the corpus established, it became obvious that these nursery rhymes had different statuses as to their popularity among children. The need to contrast them was necessary. A survey was set up and presented to more than a hundred English-speaking children. It resulted in 2 sub-corpuses, popular nursery rhymes (PNR) and forgotten ones (FNR). The question was what made them belong to one or the other? A phonetic analysis was ploughed through the corpuses. By pairing the first and the last stressed consonant-sound of every verse of every nursery rhyme and taking the place of articulation as reference, 2 major opposite enunciative movements arose, a back-to-front movement (B2F) for popular nursery rhymes and a front-to-back movement (F2B) for the forgotten ones
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Hildingson, Lisa. "Rim och ramsor i förskolan - Rhyme and nursery rhyme in preschool." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29889.
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Syftet med denna studie är att undersöka några pedagogers syn på och hur de arbetar med rim och ramsor för barns språkutveckling. För detta syfte har följande frågeställningar formulerats:- Vilka metoder använder de intervjuade pedagogerna för att träna barns språk?- Vilka syften med och åsikter om rim och ramsor har de intervjuade pedagogerna?- Hur och när använder de intervjuade pedagogerna rim och ramsor i verksamheten?För att nå syftet med studien genomfördes en kvalitativ intervjustudie på två förskolor där tre pedagoger på respektive förskola intervjuades. Det gjordes även en mindre observation på respektive förskola.Tidigare forskningen ger olika signaler angående rim och ramsors betydelse för barns språkutveckling och ökade språkmedvetenhet men är alla eniga om dess möjlighet till lustfylld aktivitet för barn.Resultatet visade en stor skillnad vad gäller förskolornas användning av rim och ramsor. På den ena förskolan använde sig pedagogerna av rim och ramsor frekvent och säger sig ha gjort så under alla år. Pedagogerna här ser användningen av rim och ramsor som ett naturligt inslag för att träna språket, men även för att bl.a. skapa gemenskap. De ser användningen som något barnen upplever som lustfyllt. På andra förskolan användes rim och ramsor mycket sällan. Det har kommit i bakgrunden av andra metoder.
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Hubbard, Colton M. "Tea Songs." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1116378208.
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Patel, Griva. "Physical engagement in nursery rhyming games in oral, print, and digital mediums: Data matrix." Thesis, Georgia Institute of Technology, 2014. http://hdl.handle.net/1853/52118.
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The first children’s video game called Mixed up Mother Goose was created by Roberta Williams in 1987. This game was created for a desktop. Today, many children’s games exist on a range of digital platforms. While these platforms offer different types of interactions for engagement and learning, many of these interactions are limited to tapping, dragging and clicking. Current studies have shown that physical interaction is important for young children’s development. Traditionally, nursery rhymes have been this source of physical interaction to engage children in the process of learning. This study looks at the physical engagement of children with nursery rhymes in oral, print and digital mediums. Engagement in oral medium consists of learning nursery rhymes through the movement of the body such as action rhymes and finger plays. Engagement in print medium consists of learning nursery rhymes through interactive books that include movable books, puppet books and sound books. Digital medium, including platforms such as touchscreen devices and laptops, continue to evolve from tap and click games to increased physical engagement of children. Although digital medium is a new phenomenon, it is following a similar evolution as print and oral mediums. Digital medium is increasingly engaging children with interactive play. As part of a larger project, this research collects information and provides a matrix that identifies the attributes of physical engagement employed by these three mediums.
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Galway, Elizabeth Angela. "From nursery rhymes to nationhood : constructing Canadian national identity through children's literature, 1867-1911." Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400927.
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Hughes, Sylvaine. "Les nursery rhymes anglaises et leur contribution au développement linguistique, psychologique et culturel de l'enfant." Paris 10, 2000. http://www.theses.fr/2000PA100061.
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Cette etude des nursery rhymes anglaises a pour but de mettre en valeur leur contribution majeure au developpement linguistique, psychologique et culturel de l'enfant. L'introduction definit le corpus utilise, retrace brievement son historique, puis expose le deroulement de ces recherches. La premiere partie presente l'apport des nursery rhymes a l'eveil linguistique et cognitif de l'enfant. Elledemontre qu'une exposition precoce aux sonorites, rythme et alliterations des comptines est un facteur important dans le developpement de l'appreciation du langage musical, et de la comprehension du langage verbal. L'etude lexicale des nursery rhymes revele une vision rassurante du monde, que renforce l'utilisation de structures grammaticales et syntaxiques recurrentes, caracteristiques aussi du langage enfantin. L'analyse thematique montre que les nursery rhymes sont des vecteurs de transmission culturelle et met en lumiere les concepts sous-jacents de l'implicite et du non-dit, elements essentiels du processus de maturation de l'enfant. La deuxieme partie explore les autres contributions des comptines au developpement de l'enfant. Elle explique comment les nursery rhymes renforcent ses capacites a passer de la maitrise du langage oral a celle de l'ecrit, comment elles se font ouverture au nonsense, a l'imaginaire et a la poesie, et, par l'intermediaire d'une breve etude de l'illustration des nursery rhymes, comment elles contribuent a favoriser son eveil esthetique. La conclusion insiste sur la necessite de preserver les nursery rhymes, en tant que tradition orale mais aussi parle biais du livre illustre, et les definit comme un atout majeur dans le developpement de l'enfant.
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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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Braga, Raimunda Nonata Fortes. "Cantigas de roda em tempos de alta modernidade : representações sociais dos docentes e dos pais de alunos das escolas do campo em Chapadinha (MA)." Universidade de Taubaté, 2013. http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=652.
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Nursery Rhymes are understood as popular demonstrations and express feelings of regionality, ascendancy and originality, reflecting the rooting of acquirements and everyday
experiences of the individual and the social group of belonging. Characterized as cultural practices, the nursery rhymes carry elements that cross generations and move in time and space. This research aims to analyze the Social Representations (SR) of teachers and parents of students on the played and sung nursery rhymes within schools that belong to the Sistema Municipal de Educação de Chapadinha, in Maranhão. The Social Representations in this research acquire a main character, because they allow recognizing at the same time the importance of nursery rhymes as a cultural practice and a didactic teaching, which provides the appreciation of the local culture and the rescue of values that tend to disappear on the current modernity in which we live. The exploratory and descriptive research is guided by a plan that gathers as instruments of data collection semi-structured interviews with teachers, meetings with focus groups of parents of students, previously marked and organized according to their availability of time and space, as well as the analysis of official documents that establish the guidelines to be worked in the first and second years of elementary school (Escolas do Campo) of the city of Chapadinha, besides observation reports, resulting from
remarks made in situ. The data comprehension was performed by content analysis underneath the theoretical perspective that guides this approach, providing as a result the understanding that nursery rhymes meet childhood needs of the students because as cultural practices where
they find the possibilities that can guide their learning, socialization and intersubjective exchanges interests, which, for them, are significant because they see themselves and find
themselves within the perspectives of experienced context.As cantigas de roda, entendidas como manifestações culturais populares, expressam sentimentos de regionalidade, de ascendência e de originalidade, traduzindo o enraizamento dos saberes e das experiências cotidianas do indivíduo e do grupo social de pertencimento. Caracterizadas como práticas culturais, as cantigas de roda carregam elementos que perpassam as gerações e se movimentam no tempo e espaço. Esta pesquisa se propõe a analisar as Representações Sociais (RS) de docentes e de pais de alunos sobre as cantigas de roda brincadas e cantadas no âmbito das escolas pertencentes ao Sistema Municipal de Educação de Chapadinha, no Maranhão. As Representações Sociais, nesta pesquisa, adquirem um caráter central, pois permitem reconhecer, a um só tempo, a importância das cantigas de roda como práticas culturais e didático-pedagógicas, que propiciam a valorização da cultura local e o resgate de valores que tendem ao desaparecimento na atual modernidade em que se vive. A pesquisa exploratória e descritiva orienta-se por um plano, que reúne como instrumentos de coleta de dados as entrevistas semi-estruturadas com os professores, os encontros com os grupos focais dos pais de alunos, previamente marcados e organizados de acordo com suas disponibilidades de tempo e de espaço, bem como a análise dos documentos oficiais que estabelecem os saberes a serem trabalhados nos 1 e 2 anos do ensino fundamental das Escolas do Campo da cidade em questão, além de notas de campo, resultante de observações realizadas in loco. A interpretação dos dados foi realizada por meio da análise de conteúdo, sob a perspectiva teórica que orienta esta abordagem, oferecendo como resultado a compreensão que as cantigas de roda atendem às necessidades lúdicas dos alunos, porque, como práticas culturais, nelas encontram as possibilidades que podem guiar os seus interesses de aprendizagens, de socialização, de trocas intersubjetivas, que, para eles, são significativas, porque se vêem e se encontram dentro das perspectivas do contexto vivenciado.
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Machado, Silvia de Ambrosis Pinheiro. "Canção de ninar brasileira: aproximações." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/8/8151/tde-28082012-124302/.
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A definição mais imediata para canção de ninar, uma das várias denominações brasileiras para este gênero poético-musical, é estabelecida por sua finalidade: canção feita para adormecer criança pequena; uma definição funcional,portanto. A análise do conteúdo poético e da forma destas canções permite identificar os elementos imprescindíveis à sua composição e eficácia estética, ampliando tal conceito. Desta maneira, a canção de ninar pode ser considerada um dos primeiros objetos culturais a que o ser humano é exposto. O medo da morte (perdas, despedidas, separações), presente nos cuidados maternos, paternos e de outros adultos com as crianças pequenas, especialmente com os recém-nascidos, penetra as canções de ninar em diferentes culturas, expressando-se em vários elementos, inclusive em suas figuras de terror. A esta linha interpretativa, substancializada por constatações advindas de uma prática clínica de atendimento psicológico às famílias de recém-nascidos, foi acrescida outra de caráter mais sociológico: o estudo de alguns textos de canções de ninar tradicionais brasileiras revelou elementos dos encontros e desencontros étnico-culturais dos diferentes povos que formaram a nação brasileira. O traço de terror, geralmente compreendido como medida disciplinar para o sono, aparece acentuado nas nossas canções também porque se origina em um ambiente colonial, escravocrata, contaminado por ameaças e hostilidades. Junto a vestígios de horror apareceram também traços de resistência e preservação cultural das etnias indígenas e negras; como se as canções de ninar fossem veículos propícios ao transporte resguardado de elementos fundamentais da cultura dos grupos humanos colonizados ou escravizados. As pesquisas e reflexões de Mário de Andrade e o estudo de acalantos compostos por artistas brasileiros contemporâneos permitiram conhecer e delinear melhor este gênero: o contexto que o origina, seu tom melancólico, sua forma curta e repetitiva, o uso da sonoridade nasal hum e da vogal u. Por sua qualidade artística, o acalanto pode revigorar o ambiente cultural que cerca o nascimento e a infância. Neste sentido, ele é potencialmente humanizador. O ambiente cultural é tão fundamental e delimitador da experiência humana quanto o ambiente físico e emocional (familiar ou institucional). Cuidar do surgimento das palavras, da sua afinação com a experiência vivida, de seu vigor e sentido; cuidar da experiência inicial com a palavra é condição para o desenvolvimento pleno deste ser de linguagem que é o homem. Assim, redimensiona-se neste estudo o conceito de puericultura que passa a abranger também as ações de cultivo da palavra e da poesia com a criança pequena.The most immediate definition of lullaby, only one among several Brazilian denominations for this poetic-musical genre, is determined by its main purpose: a song intended for little children to fall asleep, a functional definition, therefore. The analysis of the poetical content and of the form of these songs allows us to identify the essential elements of their aesthetic composition and effectiveness, broadening such concept. Thus, the lullaby may be considered one of the first cultural objects that the human being is exposed to. The fear of death (losses, farewells, separations), present in the cares given by mothers, fathers and other grown-ups to little children, especially newborn babies, permeates the lullabies in different cultures, expressing itself in many elements, including its terror figures. To this interpretative line, based on observations derived from the practice of psychological assistance to the families of newborn babies, another one of a more sociological nature has been added: the study of some texts extracted from traditional Brazilian lullabies has revealed elements of the ethnic-cultural matches and mismatches of the different cultures that shaped the Brazilian nation. The element of terror, generally understood as a disciplinary measure for sleeping, is highlighted in our songs because it also has its origin in a colonial slave-based environment, contaminated by threats and hostilities. Along with the vestiges of horror, there have arisen traces of resistance and cultural preservation of black and indigenous ethnic groups, as if the lullabies had been proper conducive vehicles to the hedged transportation of fundamental elements of the culture of the colonized or enslaved human groups. The researches carried out by Mario de Andrade, as well as his reflections, and the study of lullabies composed by contemporary Brazilian artists allowed the better understanding and outline of this genre: the context where it comes from, its melancholic tone, its short and repetitive form, the use of the nasal sonority \'hum\' and the vowel \'u\'. For its artistic value, the lullaby can be quite refreshing for the cultural environment surrounding birth and childhood. In this sense, it is potentially humanizing.The cultural environment is as important and delimiting for human experience as the physical and emotional environment (familiar or institutional). Caring about the arising of new words, their affinity to the life experience, their vitality and sense; caring about the initial experience with words is a condition for the full development of this language-based being, the man. Hence, in this study, the concept of childcare is resized so as also to include the actions of cultivation of word and poetry with the little child.
Books on the topic "Nursey rhymes"
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Lamont, Priscilla. Baby rhyme time: Nursery rhymes, action rhymes and lullabies. London: Frances Lincoln Children's, 2008.
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illustrator, Evans Sandra (Illustrator), ed. Nursery rhymes. Hitchin, Herts [United Kingdom]: The Puppet Company Ltd., 2012.
Find full textBook chapters on the topic "Nursey rhymes"
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Walker, Josiah, and Stephan K. Chalup. "Learning Nursery Rhymes Using Adaptive Parameter Neurodynamic Programming." In Lecture Notes in Computer Science, 196–209. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-14803-8_16.
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Ginzburg, Etti Gordon. "The Nursery Hermaphrodite and Other Outrageous Children's Rhymes by Laura E. Richards." In Neglected American Women Writers of the Long Nineteenth Century, 44–56. New York, NY: Routledge, 2019. | Series: Routledge: Routledge, 2019. http://dx.doi.org/10.4324/9780429201837-4.
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"Silly nursery rhymes." In Helping Children with Reading and Spelling, 98–99. Routledge, 2002. http://dx.doi.org/10.4324/9780203426845-46.
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"XXI. Two Nursery Rhymes." In Drower’s Folk-Tales of Iraq, 95–97. Piscataway, NJ, USA: Gorgias Press, 2007. http://dx.doi.org/10.31826/9781463211011-025.
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"LULLABIES AND NURSERY RHYMES." In The Frank C. Brown Collection of NC Folklore, 81–116. Duke University Press, 2013. http://dx.doi.org/10.2307/j.ctv12101bd.10.
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"Wide Awake Not-Nursery-Rhymes." In Toward the Wild Abundance, 48. Michigan State University Press, 2019. http://dx.doi.org/10.14321/j.ctvfrxqr8.25.
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"V LULLABIES AND NURSERY RHYMES." In The Frank C. Brown Collection of NC Folklore, 81–116. Duke University Press, 2020. http://dx.doi.org/10.1515/9780822382850-009.
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"The View from Afar: British and American Perspectives." In From Nursery Rhymes to Nationhood, 13–32. Routledge, 2010. http://dx.doi.org/10.4324/9780203929278-1.
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"Introduction." In From Nursery Rhymes to Nationhood, 1–12. Routledge, 2010. http://dx.doi.org/10.4324/9780203929278-10.
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"Forest, Prairie, Sea, and Mountain: Canadian Regionalism." In From Nursery Rhymes to Nationhood, 33–42. Routledge, 2010. http://dx.doi.org/10.4324/9780203929278-2.
Full textConference papers on the topic "Nursey rhymes"
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Di Vano, Doranna, and Claudio Mirolo. ""Computer science and nursery rhymes"." In the 16th annual joint conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1999747.1999815.
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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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Startseva, Elizaveta, Elena Notina, Irina Bykova, Valentina Ulyumdzhieva, and Varvara Byakhova. "ASSESSMENT OF L2 COMPETENCE IN YOUNG CHILDREN: NURSERY AND COUNTING RHYMES NEW EXPERIENCES." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1833.
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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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