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Journal articles on the topic 'Nursey rhymes'

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Published: 4 June 2021

Last updated: 4 February 2022

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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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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.

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Felice, Renee. "Nursery rhymes." Day Care & Early Education 13, no. 1 (September 1985): 36–37. http://dx.doi.org/10.1007/bf01627158.

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LEE, ELIZABETH A., NANCY TORRANCE, and DAVID R. OLSON. "Young children and the say/mean distinction: verbatim and paraphrase recognition in narrative and nursery rhyme contexts." Journal of Child Language 28, no. 2 (June 2001): 531–43. http://dx.doi.org/10.1017/s0305000901004755.

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Children's ability to distinguish between the text, WHAT WAS SAID, and the intentional structure, WHAT WAS MEANT, was interrogated by means of verbatim and paraphrase questions in two types of discourse, narratives and nursery rhymes. Three- to seven-year-olds participated (n = 119, mean age 5·1). There was an interaction between the type of discourse and the younger children's ability to separate wording from intentional structure. In the narrative form they had difficulty rejecting true paraphrases when asked to focus on wording, while in the nursery rhyme form the difficulty was accepting a true paraphrase when asked to focus on intention.

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Lang, Adelheid, Peter Ott, Renata del Giudice, and Manuel Schabus. "Memory Traces Formed in Utero—Newborns’ Autonomic and Neuronal Responses to Prenatal Stimuli and the Maternal Voice." Brain Sciences 10, no. 11 (November 11, 2020): 837. http://dx.doi.org/10.3390/brainsci10110837.

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In our pilot study, we exposed third-trimester fetuses, from week 34 of gestation onwards, twice daily to a maternal spoken nursery rhyme. Two and five weeks after birth, 34 newborns, who were either familiarized with rhyme stimulation in utero or stimulation naïve, were (re-)exposed to the familiar, as well as to a novel and unfamiliar, rhyme, both spoken with the maternal and an unfamiliar female voice. For the stimulation-naïve group, both rhymes were unfamiliar. During stimulus presentation, heart rate activity and high-density electroencephalography were collected and newborns’ responses during familiar and unfamiliar stimulation were analyzed. All newborns demonstrated stronger speech–brain coupling at 1 Hz during the presentation of the maternal voice vs. the unfamiliar female voice. Rhyme familiarity originating from prenatal exposure had no effect on speech–brain coupling in experimentally stimulated newborns. Furthermore, only stimulation-naïve newborns demonstrated an increase in heart rate during the presentation of the unfamiliar female voice. The results indicate prenatal familiarization to auditory speech and point to the specific significance of the maternal voice already in two- to five-week-old newborns.

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Gibbons, Ted. "Using nursery rhymes." 5 to 7 Educator 2009, no. 51 (March 2009): xviii—xix. http://dx.doi.org/10.12968/ftse.2009.8.3.39148.

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Bennett, Howard J. "Medicated Nursery Rhymes." Obstetrics & Gynecology 96, no. 4 (October 2000): 643. http://dx.doi.org/10.1097/00006250-200010000-00032.

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White, Hilary. "Using nursery rhymes." Practical Pre-School 2002, no. 34 (July 2002): 3–5. http://dx.doi.org/10.12968/prps.2002.1.34.40293.

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Peake, Mervyn. "Four Nursery Rhymes." Peake Studies 14, no. 3 (October 1, 2015): 42–47. http://dx.doi.org/10.1515/peakest-2015-0007.

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Chesterton, G. K. "Nursery Rhymes: Education." Chesterton Review 39, no. 3 (2013): 25–26. http://dx.doi.org/10.5840/chesterton2013393/496.

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Chesterton, G. K. "Nursery Rhymes: Property." Chesterton Review 39, no. 3 (2013): 29–30. http://dx.doi.org/10.5840/chesterton2013393/497.

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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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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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Wacławek, Maria. "O magicznym czarze pewnej głoski." Paidia i Literatura, no. 1 (December 28, 2019): 55–67. http://dx.doi.org/10.31261/pil.2019.01.06.

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The correct pronunciation of [č] sound is one of the most difficult problems in articulation that arises in the last period of speech development among children. Be it nursery rhymes or other rhymed texts, the orthophonic games and activities supposed to evoke this sound and develop articulation include the words of fairy‑tale origins; not only do they contain and exercise the aforementioned sound, but also they point to the theme that is liked and highly regarded by children. In addition to the brief analysis of this issue, the chapter presents some of the games and activities that might facilitate acquisition and processing of the correct pronunciation of the aforementioned “magical” sound.

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Gibbons, Ted. "History from nursery rhymes." Five to Eleven 3, no. 11 (June 2004): viii—x. http://dx.doi.org/10.12968/ftoe.2004.3.11.viii.

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ADAMS, HENRY. "MOTHER BOOZE'S NURSERY RHYMES." Archives of American Art Journal 52, no. 3/4 (October 2013): 4–9. http://dx.doi.org/10.1086/aaa.52.3_4.43155511.

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Rego, Paula. "Paula Rego'S Nursery Rhymes." Art Book 2, no. 1 (January 1994): 33d. http://dx.doi.org/10.1111/j.1467-8357.1994.tb00403.x.

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Rego, Paula. "Paula Rego'S Nursery Rhymes." Art Book 2, no. 1 (January 1995): 33d. http://dx.doi.org/10.1111/j.1467-8357.1995.tb00403.x.

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Larche, Doug. "Father gander nursery rhymes." Day Care & Early Education 15, no. 4 (June 1988): 36. http://dx.doi.org/10.1007/bf02361673.

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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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Powell, Lynn. "Nursery Rhyme." Appalachian Heritage 30, no. 2 (2002): 91. http://dx.doi.org/10.1353/aph.2002.0112.

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Murray, John. "Nursery rhymes and linguistic development." Primary Teacher Update 2013, no. 18 (March 2013): 16–17. http://dx.doi.org/10.12968/prtu.2013.1.18.16.

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Paradisi, Julianna. "The Wisdom of Nursery Rhymes." AJN, American Journal of Nursing 111, no. 2 (February 2011): 72. http://dx.doi.org/10.1097/01.naj.0000394305.68146.a5.

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White, Hilary. "The value of nursery rhymes." Practical Pre-School 2002, no. 34 (July 2002): 1–2. http://dx.doi.org/10.12968/prps.2002.1.34.40292.

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Kenney, Susan. "Nursery Rhymes: Foundation for Learning." General Music Today 19, no. 1 (October 2005): 28–31. http://dx.doi.org/10.1177/10483713050190010108.

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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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Pereira, Nilce M. "Nursery rhymes e a correspondência formal e funcional na tradução de poesia infantil." Cadernos de Literatura em Tradução, no. 12 (November 1, 2011): 153–72. http://dx.doi.org/10.11606/issn.2359-5388.i12p153-172.

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Este trabalho concentra-se na tradução de poemas infantis em língua inglesa, examinando, em particular, as denominadas nursery rhymes, componentes do cancioneiro popular na cultura do Reino Unido. Serão considerados aspectos formais e históricos dessa categoria poética e apresentadas sugestões de tradução para alguns poemas, com base nos conceitos de correspondência formal e correspondência funcional, elaborados por Paulo Henriques Britto, como aplicados ao processo tradutório (ademais de seu emprego na crítica de tradução poética).Foram selecionados para tradução e exemplificação das discussões três poemas de temáticas diversas, extraídos das coletâneas organizadas por Peter e Iona Opie, The Oxford Dictionary of Nursery Rhymes (1952/1997) e A Family Book of Nursery Rhymes (1964).

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True, Susan. "Nursery rhyme crafts." Day Care & Early Education 14, no. 2 (December 1986): 36–37. http://dx.doi.org/10.1007/bf01620805.

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Klippel, Friederike. "From nursery rhymes to TV documentaries -." Language Learning Journal 1, no. 1 (1990): 58–62. http://dx.doi.org/10.1080/09571739085200191.

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38

Davison, Shirley. "Using nursery rhymes: Incy Wincy Spider." Practical Pre-School 1999, no. 14 (March 1999): 23. http://dx.doi.org/10.12968/prps.1999.1.14.41222.

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Henty, Neil. "Nursery rhymes send echoes through time." Early Years Educator 11, no. 6 (October 2009): 5. http://dx.doi.org/10.12968/eyed.2009.11.6.44383.

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Reichertz, Ronald. "The Generative Power of Nursery Rhymes." Children's Literature Association Quarterly 19, no. 3 (1994): 100–104. http://dx.doi.org/10.1353/chq.0.0969.

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Teitel, Beatrice. "Using nursery rhymes to teach reading." Day Care & Early Education 12, no. 4 (June 1985): 13–15. http://dx.doi.org/10.1007/bf01619849.

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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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Harper, L. M. "Hark, Hark!: Nursery Rhymes in The Tempest." Notes and Queries 62, no. 1 (February 6, 2015): 118. http://dx.doi.org/10.1093/notesj/gju208.

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Kelsy, Atiqa. "Nursery Rhymes and the History Behind Them." Motifs : An International Journal of English Studies 2, no. 1 (2016): 7. http://dx.doi.org/10.5958/2454-1753.2016.00002.7.

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Etzel, R. A. "Grimm News about Violence in Nursery Rhymes." AAP Grand Rounds 13, no. 3 (March 1, 2005): 34–35. http://dx.doi.org/10.1542/gr.13-3-34-a.

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Marriott, Stuart. "Reading pictures: Children's responses to nursery rhymes." Education 3-13 20, no. 3 (October 1992): 39–44. http://dx.doi.org/10.1080/03004279285200341.

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Murray, John. "Nursery rhymes for all ages and stages." Primary Teacher Update 2013, no. 19 (April 2013): 18–19. http://dx.doi.org/10.12968/prtu.2013.1.19.18.

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Scheres, Ben. "Stem-cell niches: nursery rhymes across kingdoms." Nature Reviews Molecular Cell Biology 8, no. 5 (May 2007): 345–54. http://dx.doi.org/10.1038/nrm2164.

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Cardany, Audrey Berger. "Nursery Rhymes in Music and Language Literacy." General Music Today 26, no. 2 (October 17, 2012): 30–36. http://dx.doi.org/10.1177/1048371312462869.

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Neville, Sarah. "National Nursery Rhyme Week." Child Care 13, no. 11 (November 2, 2016): 10–11. http://dx.doi.org/10.12968/chca.2016.13.11.10.

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