ArticlePDF Available

More Than Words: Using Nursery Rhymes and Songs to Support Domains of Child Development



div class="page" title="Page 1"> During her 20 years of work experience using traditional nursery rhymes (including songs) across a variety of early childhood education programs, the author has come to realize their versatility in supporting multiple domains of child development. She contextualizes specific rhymes within domains defined by the Early Development Instrument: physical health and well-being, language and cognitive development, communication skills and general knowledge, social competence, and emotional maturity. By discussing how rhymes can be practised effectively with children of different ages, she aims to highlight the developmental benefits of using them with children and to further promote their use among caregivers and practitioners. </div
FALL/AUTOMNE 2017 42 Vol. 42 No. 2
Ginger Mullen has been delivering oral rhyme and storytelling programs for young children and their families for more than twenty
years in libraries, schools, preschools, daycares, and community organizations. She leads professional development workshops
independently and for the Parent-Child Mother Goose Program™. She holds a master of arts in children’s literature from UBC,
which has led to various teaching positions at UBC, Mount Royal University, and Southern Alberta Institute of Technology. Email:
More Than Words: Using Nursery Rhymes and Songs to Support Domains of
Child Development
Ginger Mullen
Coming to Research
Traditional English nursery rhymes and songs, also known
as Mother Goose rhymes, have long played a role in early
childhood. From the medieval “Baa Black Sheep” to today’s
“The Wheels on the Bus,” the lives of young children have been
enriched with a wealth of verse and song orally passed down
through generations.
My experiences with nursery rhymes are both academic and
professional. I integrate them into my teaching practices at
the postsecondary level. I have also delivered oral rhyme and
storytelling programs for 20 years. My work in the eld of
early childhood education began at Vancouver Public Library,
where I led storytimes for babies, toddlers, preschoolers, and
their families. These storytimes usually included interactive
rhymes as movement breaks. It was only when I started to
facilitate programs with my mentor, Jane Cobb, that I began
to understand the developmental benets of “language play,”
which refers to the oral tradition of stories and nursery rhymes,
including songs, enjoyed between an adult and a child or group
of children (Cobb, 2007). Language play forms the bedrock
of the nationally recognized Parent-Child Mother Goose Program™ (n.d.) that brings together parents, caregivers, and children to
orally, and repeatedly, share nursery rhymes and stories. I am now a certied PCMG-P teacher-trainer, and I continue this type of work
with community organizations in Calgary, Alberta, such as Lead Foundation and Families Matter, where I am fortunate to share my
knowledge with parents, children, early childhood educators, and colleagues, including teachers, classroom aides, and therapists. This
knowledge concerns the words and cadences/tunes of the rhymes and songs, as well as ways that language play can be used to engage
children in various contexts.
Throughout the years that I have been leading various programs, I have used and adapted rhymes for different age groups to mitigate
challenging situations, create emotional bonds, and promote children’s early language development. I am passionate about sharing
my knowledge and experience with the professional and academic communities in the eld of early childhood education. I hope that
this article encourages caregivers and practitioners to effectively use rhymes to promote multiple areas of child development,1 such as
motor skills and social skills.
According to the EDI website, the Early Development Instrument is a kindergarten teacher questionnaire developed in 2000 by Dr.
Dan Offord and Dr. Magdelana Janus at McMaster University that measures “children’s ability to meet age-appropriate developmental
expectations in ve general domains” (Early Development Instrument, 2016b, para. 1). While the EDI assesses children in the
During her 20 years of work experience using traditional
nursery rhymes (including songs) across a variety of early
childhood education programs, the author has come to realize
their versatility in supporting multiple domains of child
development. She contextualizes specic rhymes within
domains dened by the Early Development Instrument:
physical health and well-being, language and cognitive
development, communication skills and general knowledge,
social competence, and emotional maturity. By discussing
how rhymes can be practised effectively with children of
different ages, she aims to highlight the developmental
benets of using them with children and to further promote
their use among caregivers and practitioners.
Keywords: child development; Early Development
Instrument; nursery rhymes and songs; caregivers and
FALL/AUTOMNE 2017 43 Vol. 42 No. 2
second half of kindergarten, when they are between ve and six years, the domains are relevant during the years leading up to this
time. The EDI is used and discussed in this paper because it has been widely implemented across Canada, except for Nunavut, and
the data are considered valid and reliable by educators, researchers, and administrators (Early Development Instrument, 2016b).
The EDI categorizes childhood development into ve areas: physical health and well-being, language and cognitive development,
communication skills and general knowledge, social competence, and emotional maturity. These domains are further divided into 26
subdomains (see Table 1).
Table 1: Early Development Instrument Domains and Subdomains
EDI Domain Subdomains
Physical Health and Well-Being •Fine and gross motor skills
•Adequate energy for classroom activities
•Independence in looking after own needs
•Daily living skills
Language and Cognitive Development •Reading awareness
•Age-appropriate reading and writing skills
•Age-appropriate numeracy skills
•Ability to understand similarities and differences
•Ability to recite back specic pieces of
information from memory
Communication and General Knowledge •Skills to communicate needs and wants in
socially appropriate ways
•Symbolic use of language
•Age-appropriate knowledge about life and the
world around
Social Competence •Curiosity about the world
•Eagerness to try new experiences
•Knowledge of standards of acceptable public
•Ability to control own behaviour
•Appropriate respect for adult authority
•Cooperation with others
•Following rules
•Ability to play and work with other children
Emotional Maturity •Ability to think before acting
•A balance between too fearful and too impulsive
•An ability to deal with feelings at an age-
appropriate level
•Empathetic response to other people’s feelings
In Alberta, Canada, the most recent EDI data published by the Early Development Mapping Project Alberta (2014) reveals that only
46.4 percent of kindergarten children show appropriate development in all ve domains. This troubling statistic underscores that
parents and caregivers would benet from support to further help their children thrive, such as relevant information and programs.
Research also shows that children learn well in environments “rich in language, joy, and playfulness” (Makovichuk, Hewes, Lirette, &
Thomas, 2014, p. 105). Nursery rhymes and songs can provide this environment as they have long existed as an interactive childhood
experience. Therefore, I argue that language play can easily serve as an effective medium to foster children’s development in the ve
domains discussed in the EDI.
In this paper, I focus on selected subdomains: ne and gross motor skills in physical health and well-being, age-appropriate reading
and numeracy skills in language and cognitive development, storytelling and age-appropriate knowledge in communication and
general knowledge, the ability to play/cooperate with others and follow rules in social competence, and the ability to deal with feelings
at an age-appropriate level and empathetically respond to other people’s feelings in emotional maturity. First, I provide information
FALL/AUTOMNE 2017 44 Vol. 42 No. 2
about how typically developing children learn the skill outlined in the each of the subdomains and why it is important, using the terms
baby (birth to walking), toddler (walking to age 3), and preschooler (ages 3 to 5). I then offer a nursery rhyme that can be used to
foster that skill. Although these rhymes belong to the oral tradition, I provide useful sources with additional information. Finally, in
italics, I include suggestions to help readers—parents, caregivers, teachers, practitioners, therapists—visualize how to make effective
and interactive uses of each rhyme with an individual child or group of children.
Physical health and well-being
According to the EDI, this category’s subdomains include “ne and gross motor skills, adequate energy levels for classroom activities,
independence in looking after own needs, and daily living skills” (Early Development Instrument, 2016a, “Domains and Subdomains,”
para. 1). Motor skills serve as an obvious point of entry into the relationship between nursery rhymes and child development because
we can experientially gauge children’s acquisition of these abilities. We clearly observe when they begin to sit, crawl, walk, and run.
We delight when they begin to point at objects, transfer objects from one hand to another, or colour with a crayon.
Gross motor skills refer to abilities required to control the large muscles of the body: sitting, rolling, crawling, walking, and running.
Action-oriented language play can support children’s development as they progress through different stages. During the reexive
stage, roughly birth to six months, children rely on their involuntary responses to stimuli, such as sucking and grasping (Frost,
Wortham, & Riefel, 2008). They cannot yet move with intention, but we can help their bodies learn and practise movements that
they will soon perform by themselves. For example, babies begin to roll over from back to front on their own between three and ve
months of age (Robinson, 2007), but we can use the following rhyme with them as soon as they are born:
Leg over leg,
The dog went to Dover.
When he came to a style,
Whoops! He went over. (Cobb, 2007, p .159)
For this rhyme, lay your baby on her back. Grab her legs and march them to the beat. At “Whoops!” cross one leg
over the other and gently turn her onto her stomach. Then repeat the rhyme to help her roll back. This rhyme is also
fun to use during a diaper change.
The rudimentary stage of gross motor development, about six months to two years, sees children begin to intentionally control their
movement. They learn to independently sit, reach, crawl, stand, and walk (Frost et al., 2008). Crawling is an important yet often
underrecognized movement that begins when children are between seven and eight-and-a-half months (Robinson, 2007). Many people
consider crawling simply as the precursor to walking, but it indeed serves several critical functions. For example, through this activity,
children strengthen several muscle groups (abdomen, shoulders, hips) that aid movement and stability. This provides them with
strong wrists and sensory input to their hands that will also benet their ne motor skills. Their cross-lateral movement (right knee
with left hand, vice versa) builds and reinforces neural pathways between the two hemispheres of the brain. And, they hone binocular
vision by looking down, away, and back down. This, in turn, stimulates eye tracking and other areas of brain development (personal
communication, Enns, 2008; also see Haring, 2015). Here is a rhyme to promote crawling:
Slowly, slowly, very slowly
Creeps the garden snail.
Slowly, slowly, very slowly
Up the garden rail.
Quickly, quickly, very quickly
Runs the little mouse.
Quickly, quickly, very quickly
Up into its house. (Cobb, 2007, p. 148)
You need an open area that allows ample space to creep like a snail. For the rst verse, slowly follow your baby.
Repeat the rst verse a few times to get a slow rhythm. Then, for the second verse, chase him, catch him, and end
with a tickle under his arm.
FALL/AUTOMNE 2017 45 Vol. 42 No. 2
Once children have mastered rudimentary movements, they progress to the fundamental stage. From two to seven years, they learn
to run, jump, throw, roll, catch, and kick. These activities build foundational skills that foster later participation in sport and other
physical activities (Frost et al., 2008). Traditional horsie-games serve as a great vehicle for this kind of movement:
See the ponies walking, walking, down the country road. (Say twice)
See the ponies trotting, trotting, down the country road. (Say twice)
See the ponies galloping, galloping, down the country road. (Say twice)
See the ponies coming home, all tired out, all tired out, all tired out. (Cobb, 2007, p. 187)
This rhyme is suited for playing/working with a single child or a group. You need an open space in which to run.
Then, let the gait mimic the lyrics. You can easily adapt the rhyme by inserting more diverse movements, such as
running, cantering, and pacing, based on your group dynamics. Suggest nonequestrian actions such as skipping,
twirling, jumping, or ying. Or, change the subject from horses to fairies, monsters, dinosaurs, or anything else
of interest to children. In my experience, most children love this activity and are eager, when invited, to contribute
their own ideas. The challenge lies not in getting them to participate, but in toning down their energy once they have
begun. I often repeat the nal line, speaking very slowly, to bring the group to a calm ending, and then I add, “And
they all sat down.”
Gross motor skills also provide a foundation on which children build ne motor skills involving the smaller movements of hands,
ngers, and wrists. For example, in order for preschool children to cut properly with scissors, they rst need to control the large
muscles used to sit in a stable position (Brook, Wageneld, & Thompson, n.d.).
Similar to gross motor skills, children develop their ne motor skills progressively: from the core to the limbs, or from proximal to
distal (Brook et al., n.d.). They learn to control their arms before their hands, for instance. Hand-clapping rhymes are well suited for
babies who are beginning to bring their hands together, known as crossing the midline, between seven and nine months (Robinson,
2007). The following rhyme is a classic:
Pat-a-cake, pat-a-cake, baker’s man.
Bake me a cake as fast as you can.
Pat it, and roll it, and mark it with a B.
And put it in the oven for Baby and me. (Cobb, 2007, p. 98)
When you rst introduce this to your baby, hold her hands to help her clap to the rhythm. As she becomes more
skilled, she will independently clap and roll her own hands. Later, in her preschool years, she will pretend to write a
letter of the alphabet on the palm of her hand, or yours.
After children have mastered hand control, they turn to their fascinating ngers, those players of early childhood dramas dangling at
the end of their hands. Between six and nine months, they begin to poke with their index ngers (Voress & Pearson, 2013). Not only
does this seemingly simple milestone allow them to communicate their needs and wants, but it also helps them to isolate and move
their ngers independently. Here is an energetic rhyme for ne motor practice:
Two little dickie birds sitting on a wall:
One named Peter. One named Paul.
Fly away Peter. Fly away Paul.
Come back Peter. Come back Paul. (Cobb, 2007, p. 101)
When you practise the above rhyme with your baby, he will be delighted to watch your actions. But your toddler
will be even more so when he does the actions with you. Face him and ask him to imitate you. Hold out your index
ngers and wiggle them as you say “Peter” and “Paul.” Then, hide your characters behind your back and bring
them out again for the last line. Your imaginative toddler will wiggle his birds, y them behind his back, and make
them reappear.
In addition to small muscle movements, ne motor skills involve the development of hand-eye coordination. When babies rst reach
for their toes, they are beginning to build a necessary skill that they will hone over many years. From feeding to dressing, reading, and
FALL/AUTOMNE 2017 46 Vol. 42 No. 2
playing sports, hand-eye coordination and the ability to use two hands together greatly inuences children’s overall development. The
simplicity of this rhyme makes it very easy for adults and children to learn:
Johnny, Johnny, Johnny, Johnny
Whoops! Johnny
Whoops! Johnny
Johnny, Johnny, Johnny. (Cole & Calmenson, 1991, p. 44)
Ask your toddler to hold up her hand and spread her ngers. With your index nger, touch her pinkie, say “Johnny,”
and then do the same with her ring, middle, and index ngertips. Say “whoops” and use the curve between her index
nger and thumb as a slide. Say “Johnny” when you rest on the thumb. Say “whoops” and return to the pinkie in the
reverse order. Adapt this rhyme by using specic names (Sally, Sam, Mummy, Daddy). Once your toddler is familiar
with the rhyme, she can try this on your ngers, or her own. She will be able to master this in her preschool years. I
remember my own toddler practising this as he concentrated intently on making his ngertips touch.
In summary, gross and ne motor actions that complement language play can effectively help young children to develop areas of
their physical health. Actions help babies experience age-appropriate movements such as rolling over and clapping. Chase games and
ngerplays help toddlers to build muscle strength and coordination. And rhymes that require greater levels of hand-eye and motor
coordination provide preschoolers with opportunities to practise running, trotting, and using their hands together.
Language and cognitive development
Language and cognitive development are immensely sophisticated neurological processes. According to the EDI, this domain
“includes reading awareness, age-appropriate reading and writing skills, age-appropriate numeracy skills, ability to understand
similarities and differences, and ability to recite back specic pieces of information from memory” (“Domains and Subdomains,” para.
4). Many rhymes offer opportunities to informally introduce children to early reading and numeracy skills.
To become strong readers, children rst need a strong foundation of oral language. In fact, their language skills play a larger role
than cognitive ability in literacy acquisition (McGinty & Justice, 2010). Phonological awareness comprises an important part of this
foundation: Children need to understand that spoken words are composed of different sounds, or phonemes. Exposure to rhyming is
an excellent strategy to help children develop phonological awareness (Bryant, Bradley, Maclean, & Crossland, 1989; Dunst, Meter,
& Hamby, 2011). Oral language also builds vocabulary (McGinty & Justice, 2010); when children know a word, they will more easily
decode it in print materials like books. Language play thus offers great aural opportunities for children to learn the meaning of words
as well as the sounds with which they are constructed. Consider the complexity of sounds and words in this seemingly simple rhyme:
The moon is round,
As round can be.
Two eyes, a nose
And a mouth … like me! (Cobb, 2007, p. 91)
Hold your baby face to face to face so that he can watch how your mouth creates specic sounds. As you lightly
touch his face, he learns to associate the word with the body parts. In your words, he hears a monosyllabic rhyme
in lines two and four emphasizing the phoneme “ee.” He also hears the phonemes “b” and “m.” The repeated
exposure to the comparison of the moon and your face will help him to recognize, much later, the technique of simile
in both prose and poetry.
In addition to fostering age-appropriate early reading development, “The Moon is Round” also addresses age-appropriate math skills.
Counting and identifying geometric shapes is an important rst step in acquiring early numeracy. This rhyme features simple numbers
and a simple shape, both of which are emerging concepts that many children understand by age 3 (HealthLink BC, 2015). In addition,
there is a rhyme scheme of ABCB; nursery rhymes often follow patterns, and patterning is the basis for math study (Kenney, 2005).
Conveniently, rhymes can also provide transitions to “teachable moments” in children’s daily environments. For example, a caregiver
can extend the concepts in “The Moon is Round” by pointing out familiar objects and saying, “The ball is round, as round can be.” Or,
a mother can point to her own body parts and say, “Let’s count the other parts of our bodies: two ears, two arms, ve ngers on one
FALL/AUTOMNE 2017 47 Vol. 42 No. 2
Preschool children, who by now have grasped basic cognitive concepts, respond well to rhymes with more sophisticated language
structures and complex information, as found in this rhyme:
Ten galloping horses rode through the town.
Five were white and ve were brown.
Five rode up and ve rode down.
Ten galloping horses rode through the town. (Cobb, 2007, p. 80)
Bounce your preschooler on your knee to the rhythm of the rhyme, making sure to emphatically differentiate the
feeling of “up” and “down.” In contrast to the steady iambic metre of “The Moon Is Round,” she senses a beat that
is not uniform. In each line, three trochaic feet are completed with a single stressed foot: TEN galloping HORses
RODE through the TOWN ( /u /u /u /), which better imitates a horse.
The varied rhythm in the previous rhyme is mirrored by complex concepts. For example, it addresses the number ten. It also features
colours and contrasting directions. Moreover, it demonstrates the concept of addition: ve white horses and ve brown horses equal
ten horses. Even though many children do not fully understand this mathematical concept, they will nonetheless be exposed to the
In summary, language play exposes children to age-appropriate foundational skills on which to build their early reading and math
knowledge, fostering their language and cognitive development. Rhymes can enhance young children’s understanding of words,
numbers, and concepts such as colours and directions.
Communication and general knowledge
According to the EDI, this domain “includes skills to communicate needs and wants in socially appropriate ways, symbolic use
of language, storytelling, and age-appropriate knowledge about life and the world around” (“Domains and Subdomains,” para. 5).
Storytelling is a fundamental human activity that helps children with a number of important functions, such as understanding narrative
architecture and sequencing, acquiring knowledge, and learning about others.
A child’s experience with storytelling can begin with a simple rhyme shared with an adult. Celia Lottridge (1995), a cofounder of
the Parent-Child Mother Goose Program™, says that “nursery rhymes are little stories for little people” (n.p.). Even if some children
do not yet know the meaning of the words, they have been playfully introduced to a short drama and the building blocks of story:
characters, plot, and setting. This well-known rhyme offers it all:
Jack and Jill went up the hill
To fetch a pail of water.
Jack fell down and broke his crown.
And Jill came tumbling after. (Cobb, 1996, p. 82)
Slowly lift your toddler as you say the rst two lines, and then drop him for the last two. This helps his body to feel
the contrasting movements. This classic rhyme features a boy and a girl, simple characters with whom he can begin
to identify. The hill serves as a familiar setting, and there is a hint of conict—person vs. nature—as both children
tumble and fall.
Preschoolers are increasingly able to sustain their attention. They also have more experience with narrative conventions and are
developing active imaginations (HealthLink BC, 2015), which allows them to enjoy longer and more complex stories. This song has a
cumulative story structure:
I know an old lady who swallowed a y.
I don’t know why she swallowed a y.
Perhaps she’ll die.
FALL/AUTOMNE 2017 48 Vol. 42 No. 2
I know an old lady who swallowed a spider.
It wiggled and jiggled and tickled inside her.
She swallowed the spider to catch the y.
I don’t know why she swallowed a y.
Perhaps she’ll die.
[The song continues with the old lady swallowing a bird, a dog, a goat. and a cow.]
I know an old lady who swallowed a horse.
She died, of course! (Cobb, 1996, p. 99)
Sing this song slowly with your preschooler so that she is able to join in. If she can’t sing all of the lyrics, pause at
the end of the line so that she lls in the word. The repetition in this song quickly introduces her to many tenets of
storytelling. She learns to create a story by adding details, characters, and events. She learns about rst-person
narration. She learns that rhythm and rhyme are memorable and pleasing to the ear. And she learns about the joy of
hyperbole. Of course a woman can’t swallow all of these animals, but isn’t it fun to imagine?
As conduits of image and meaning, the words expressed in stories and rhymes directly relate to the domain of general knowledge.
Both “Jack and Jill” and “I Know an Old Lady Who Swallowed a Fly” present information about the world: Water can be fetched and
spiders catch ies. In fact, all of the rhymes discussed so far offer children opportunities to build their understanding about the world,
from labelling body parts (“The Moon Is Round”) to types of movement (see “The Ponies”). These latter examples demonstrate age-
appropriate knowledge for babies and toddlers. Another example for this age group emphasizes the composition of a family:
This is my mother.
This is my father.
This is my brother tall.
This is my sister.
This is my baby.
Oh, how I love them all! (Cobb, 2007, p. 99)
Wiggle your toddler’s thumb, and then move to each successive nger, or family member, until you reach the baby
(pinkie). Finish by kissing his ngertips. Adapt this by using the specic family member names. You can also bring in
the extended family: grandma, grandpa, uncle, auntie, and cousin.
Knowledge of animals is also age-appropriate for young children, from babies to preschoolers. Take my daughter, for example; “kitty”
was the rst word she communicated when she was about nine months. Numerous nursery rhymes, like the one below, respond to
children’s natural interest in animals:
Old MacDonald had a farm, E-I-E-I-O.
And on that farm he had a cow, E-I-E-I-O.
With a moo-moo here, and a moo-moo there.
Here a moo, there a moo, everywhere a moo-moo
Old MacDonald had a farm, E-I-E-I-O. (Cobb, 1996, p. 89)
When you sing this song with a group of toddlers, they join in by imitating your words and sounds, because the
sounds and vowels are easy to say and fun to play with. Preschoolers demonstrate their knowledge by suggesting
their favourite animals. You may not know how to vocalize some of them—dinosaurs, zebras, koala bears—but
have fun imagining how they sound. It also works well to pair the song with visuals, such as pictures, toys, stuffed
animals, or ash cards, to help children connect the name of an animal and its characteristics, such as its sounds,
habitat, and diet.
In summary, language play fosters young children’s communication and general knowledge. The narrative techniques and devices
found in many rhymes model storytelling strategies. These rhymes also convey age-appropriate information about the world, such as
nature and animals, which will be scaffolded in children’s increasingly complex ways of knowing.
FALL/AUTOMNE 2017 49 Vol. 42 No. 2
Social competence
The EDI’s denition of the social competence domain is broad, including “curiosity about the world, eagerness to try new experiences,
knowledge of standards of acceptable public behaviour, ability to control own behaviour, appropriate respect for adult authority,
cooperation with others, following rules, and ability to play and work with other children” (“Domains and Subdomains,” para. 2).
Because language play requires interaction between an adult and child or group of children, it can gently immerse children in the
social expectations about how to play and how to follow rules.
The social world of children begins with their families; their experiences predicate how they interact with others outside of the home.
Language play models mores of social interaction. As babies’ brains are formed to imitate behaviours (Hendrix, Palmer, Tashis, &
Winner, 2013), they quickly learn conventions. For example, in Western culture, we value eye contact, which shows the need for
children to participate in joint attention, that “mutual delight shared with another human being” (p. 6). The following rhyme elicits
eye-to-eye engagement:
Two little eyes to look around.
Two little ears to hear each sound.
One little nose to smell what’s sweet.
One little mouth that loves to eat! (Cobb, 2007, p. 92)
Cradle your baby with one arm so that you are face to face. With your other hand, lightly touch her corresponding
body parts as you say them. You can also lay your baby on her back and give her a little face massage. This positive
touch and eye contact foster overall brain development (Cobb, 2007). It is also a great rhyme to say while eating.
As children grow, their scope of shared attention widens to include activities with people outside their families. Between 36 and 42
months, children are able to participate in circle games (Voress & Pearson, 2013). This interaction, in turn, supports their increasing
capacity to understand others’ thoughts and feelings, known as “theory of mind” (Robinson, 2007). This social building block is
essential for children to successfully play/interact with each other and create friendships. The following circle game has delighted
children for centuries:
Ring around the rosie,
A pocket full of posies.
Husha, husha,
We all fall down! (Cobb, 2007, p. 86)
Ask everyone in your group to hold hands and walk in a circle and then fall together for the last line. Children must
work together to smoothly execute this rhyme. I am always delighted by the children’s joy when we “all fall down.”
Besides joint attention, it is important for children to follow rules, for social and safety reasons. Preschoolers are able to follow two- to
three-step directions (HealthLink BC, 2015), allowing them to take an active role in games that also require them to follow rules. This
rhyme works well in the classroom:
If you’re wearing red today,
Red today, red today,
If you’re wearing red today,
Stand up and shout hurray. (Cobb, 1996, p. 55)
Sing this to the tune of “Mary Had a Little Lamb.” It is easily adapted to help children transition between activities.
For example, change the direction in the last line: “Line up to wash your hands.” Children must practise self-
control during this song. Waiting for the appropriate time to do the action may be challenging for those busy kids
who like to leap into movement.
In summary, the interactive nature of language play supports the building blocks of social competence. Babies learn about joint
attention, which later helps them, as preschoolers, to play cooperatively with other children. Children are also required to follow rules,
and rhymes and songs present directions in a fun and engaging way.
FALL/AUTOMNE 2017 50 Vol. 42 No. 2
Emotional maturity
The EDI states that the domain of emotional maturity “includes the ability to think before acting, a balance between too fearful and too
impulsive, an ability to deal with feelings at an age-appropriate level, and empathetic response to other people’s feelings” (“Domains
and Subdomains,” para. 3). Any discussion of children’s emotional lives must begin by recognizing the power of attachment, their
affectional bond with caregivers (Music, 2016). Children feel more secure, and they are better able to self-regulate and understand
emotions, if their parents/primary caregivers, from infancy, respond quickly and sensitively to their needs (Creighton, 2011). Thus,
children’s abilities to develop aspects of emotional maturity are dependent on how they are treated by the adults who take care of
them. Language play fosters attachment and, by extension, positive feelings.
Studies suggest that babies innately respond to others’ emotions. Lewis, Haviland-Jones, and Barrett (2013) point out that the
“newborn reactive cry,” whereby a baby cries when hearing another baby’s cry, may be “the rst instance of empathy without
awareness” (p. 444). We can continue to foster this trait by modelling emotionally responsive behaviours that help children to develop
self-esteem and prosocial behaviour. An obvious type of rhyme is the lullaby, a slow song to help soothe and calm an upset baby (and
adults, too). The following nursery rhyme is popular as an action song, but works equally well as a lullaby:
Twinkle twinkle little star,
How I wonder what you are.
Up above the world so high,
Like a diamond in the sky.
Twinkle, twinkle little star,
How I wonder what you are. (Cobb, 2006, p. 28)
Rock your baby as you sing, letting the warmth and closeness of your bodies provide physical reassurance. Because
this poem is so well known, it works well in family groups. When a child begins to cry, I start singing, and most
parents automatically join in, sometimes adding the actions. The child often stops to listen or join in, soothed by
both the song and the collective response to her distress. These actions acknowledge and afrm the child’s feelings.
Children’s emotional development begins long before they understand and articulate their feelings. At three months, babies start
expressing their feeling states through vocalization, facial expressions, and movement. By nine months, their emotions become more
nuanced, with differences between joy and contentment, sadness and anger. Toddlers are known to be driven by their feelings, yet even
though they experience a range of emotions, they do not yet have the ability to express their feelings in words; this ability does not
typically develop until children are between 3 and 5 (Robinson, 2007). But language play can introduce toddlers and preschoolers to a
solid vocabulary with which to start labelling their different feelings. The following song covers some key emotions:
If you’re happy and you know it, clap your hands.
If you’re happy and you know it, clap your hands.
If you’re happy and you know it and you really want to show it,
If you’re happy and you know it, clap your hands.
2nd verse: If you’re sad and you know it, say boo-hoo.
3rd verse: If you’re mad and you know it, stomp your feet. (Cobb, 1996, p. 37)
When you sing this song with your toddler, exaggerate your facial expressions and gestures to help him connect the
emotional label with body language. You can also add feelings and actions to t the current mood. For example, if
your toddler does not want to go into a new place, sing, “If you’re nervous and you know it, hold my hand.”
In summary, language play can help children to build emotional maturity. A song or rhyme thoughtfully chosen by a caring adult
models empathy for children. As well, specic songs equip them with age-appropriate labels for their feelings.
FALL/AUTOMNE 2017 51 Vol. 42 No. 2
Language Play in Practice
Examples of nursery rhymes, to this point, have been chosen to illustrate specic developmental subdomains for particular age
groups. For example, “Two Little Dickie Birds” can be used to support toddlers’ ne motor skills. Nursery rhymes, however, are very
versatile, so they can be adapted to suit different age groups for a variety of purposes. For example, “Roly Poly,” sung to the tune of
Frère Jacques, is a rhyme I use with children up to age 6 in Parent-Child Mother Goose Programs™, daycares, and preschools:
Roly poly, roly poly,
Up up up, up up up.
Roly roly poly, roly roly poly
Down down down, down down down. (Cobb, 2007, p. 70)
“Roly Poly” with babies
During baby programs, I share the benets of language play with parents. In particular, “Roly Poly,” used repetitively, can support
their babies’ physical, social, and language development. To support their babies’ motor skills, I ask parents to hold and roll their
babies’ hands to help them practice crossing the midline and using their hands together. When babies watch their caregivers sing with
elongated syllables, they observe how their lips, tongue, and teeth create sounds. Regarding social competence, when caregivers look
at their babies’ eyes and hands during the song, they model eye contact and shared attention. As well, their babies’ vocabularies grow
as they learn words and their meanings, such as up/down and in/out.
“Roly Poly” with toddlers
During energetic circle times, I harness toddlers’ need to move and vocalize in order to promote their social, cognitive, and motor
skills. When their attention begins to wander, I help them to regulate by singing “Roly Poly,” even if I am in the middle of a different
activity. They redirect their focus, we sing a few verses together, and I then bring the group to a quiet state with “slow ... slow ...
slow.” Concerning cognition, toddlers now have a basic vocabulary, so the actions help them further expand their understanding of
opposites. I include more sophisticated concepts like loud/quiet and front/back. Finally, toddlers still have a hard time rolling their
hands smoothly, so this song provides a fun way to practice their motor skills. It works well to add movements, as the mood ts: “Roly
poly, roly poly / Jump jump jump, Jump jump jump.”
“Roly Poly” with preschoolers
Preschool classrooms offer children many opportunities to broaden their general knowledge about the world and each other. Because
the words in lines two and four of “Roly Poly” do not need to rhyme, the song lends itself to supporting many areas of the curriculum,
such as counting numbers one through ten. Visuals can be easily integrated as well. I once observed a practicum student cleverly
adapt the words to reect animals: “Cat cat cat, cat cat cat / Meow meow meow, meow meow meow.” This song also translates easily.
I ask parents, caregivers, and educators to teach the group words for “up” and “down” in other languages. For example, arriba and
abajo reect the concepts of up and down in Spanish. This helps children learn that words sound different in another language. It also
celebrates and validates children who speak a language other than English. They are always very proud to hear their home language
voiced in the classroom, if only a word or two.
Children benet greatly when adults interact with them using the nursery rhymes and songs of language play (Cobb, 2007). Drawing
on domains dened by the Early Development Instrument, I have carefully chosen several rhymes and described how adults can
utilize them to support children’s development in different domains. When children physically participate in the actions, they practise
their motor skills and hand-eye coordination. The content within the rhymes and songs introduces children to words, numbers, and
concepts, aiding their language and cognitive development. Through simple stories woven into the rhymes, children become familiar
with narrative elements and they also gain knowledge about their world. The shared experience of rhyming and singing helps to
prepare children to play cooperatively with others, and some of the material also creatively presents them with rules to follow. And,
importantly, language play contributes to children’s emotional development. Nursery rhymes can serve as a tool to teach children
about feelings. Furthermore, children who have strong, positive relationships with their primary caregivers experience a world in
FALL/AUTOMNE 2017 52 Vol. 42 No. 2
which their needs are valued, and so they can become equipped to show empathy to others.
Early childhood educators and practitioners are in the position to promote, encourage, and model language play with families and
children. These centuries-old, tried-and-true nursery rhymes and songs support children’s overall development in meaningful and
engaging ways. Forms of language play exist in all cultures, plus they are orally disseminated, making them accessible to all families,
regardless of their socioeconomic status or level of education. It would be especially benecial to help parents and caregivers
understand how language play can further strengthen emotional bonds, for it is only on a solid foundation of attachment that all
children’s relationships and developmental learning are built (Cobb, 2007).
Brook, G., Wageneld, A., & Thompson, C. (n.d.). Fine motor development and early school performance. Retrieved from: http://
Bryant, P. E., Bradley, L., Maclean, M., & Crossland, J. (1989). Nursery rhymes, phonological skills, and reading. Journal of Child
Language, 16, 404–428. doi: 10.1017/S0305000900010485
Cardanay, A. B. (2013). Nursery rhymes in music and language literacy. General Music Today, 26, 30–36. http://dx.doi.
Carroll, A. C. (2005). Parents’ perceptions of the effects of the Parent-Child Mother Goose Program (PCMGP) on their parenting
practices (Unpublished doctoral dissertation). University of British Columbia, Vancouver, BC.
Cobb, J. (1996). I’m a little teapot: Presenting preschool storytime. Vancouver, BC: Blacksheep Press.
Cobb, J. (2007). What’ll I do with the baby-o? Nursery rhymes, songs, and stories for babies. Vancouver, BC: Blacksheep Press.
Cole, J., & Calmenson, S. (1991). Eentsy weentsy spider: Fingerplays and action rhymes. New York, NY: William Morrow and
Creighton, A. (2011). Mother–infant interaction and emotional communication: A literature review. Australian Journal of Music
Therapy, 22, 37–56.
Dunst, C. J., Meter, D., & Hamby, D. W. (2011). Relationship between young children’s nursery rhyme experiences and knowledge
and phonological and print-related skills. CELLReview, 4(1), 1–12. Retrieved from:
Early Development Instrument. (2016a). Domains and subdomains. Retrieved from:
Early Development Instrument. (2016b). What is the EDI? Retrieved from:
Early Development Mapping Project Alberta. (2014). How are our young children doing: Final report of the early childhood mapping
project. Retrieved from:
Frost, J. L., Wortham, S., & Riefel, S. (2008). Play and child development. Upper Saddle River, NJ: Merrill, Prentice Hall.
Haring, H. (2015). What’s so important about crawling? Ohio Health. Retrieved from:
HealthLink BC. (2015). Milestones for 3-year-olds. Retrieved from:
Hendrix, R. E., Palmer, K. Z., Tashis, N., & Winner, M. G. (2013). The incredible exible you: A social thinking curriculum for the
FALL/AUTOMNE 2017 53 Vol. 42 No. 2
preschool and the early elementary years. San Jose, CA: Think Social.
Kenney, S. (2005). Nursery rhymes: Foundation for learning. General Music Today, 19, 28–31. doi: 10.1177/10483713050190010108
Lewis, M., Haviland-Jones J. M., & Barrett, L. F. (2008). Handbook of emotions (3rd ed.) New York, NY: The Guildford Press.
Lottridge, C. B. (Performer). (1995). Parents, kids, & Mother Goose [training DVD]. Toronto, ON: Parent-Child Mother Goose
Program & Health Canada.
Makovichuk, L., Hewes, J., Lirette, P., & Thomas, N. (2014). Play, participation, and possibilities: An early learning and child care
curriculum framework for Alberta. Retrieved from:
McGinty, A. S, & Justice, L. M. (2010.) Language facilitation in the preschool classroom. In M. McKenna, S. Walpole, & K. Conradi
(Eds.), Promoting early reading: Research, resources, and best practices (pp. 9–36). New York, NY: The Guildford Press.
Music, G. (2016). Nurturing natures: Attachment and children’s emotional, sociocultural, and brain development (2nd ed.). New York,
NY: Routledge.
Nodelman, P. (2008). The nursery rhymes of Mother Goose: A world without glasses. In A. S. Wyile & T. Rosenberg (Eds.),
Considering children’s literature: A reader (pp. 129–147). Peterborough, ON: Broadview Press. (Original work published
Opie, I., & Opie, P. (Eds.). (1997). The Oxford dictionary of nursery rhymes (new ed.). Oxford, England: Oxford University Press.
Parent-Child Mother Goose Program. (n.d.) Mission, vision, and values: Values. Retrieved from:
Robinson, M. (2007). Child development and behaviour 0 to 8: A journey through the early years. Maidenhead, England: Open
University Press.
Scharfe, E. (2011). Benets of Mother Goose: Inuence of a community-based program on parent-child attachment relationships in
typical families. Child Welfare, 90(5), 9–26.
Terrett, G., White, R., & Spreckley, M. (2012). Preliminary evaluation of the Parent-Child Mother Goose Program in relation to
children’s language and parenting stress. Journal of Early Childhood Research, 11, 16–26. doi: 10.1177/1476718X12456000
Voress, J. K., & Pearson, N. A. (2013). Early childhood development chart (3rd ed.). Austin, TX: Pro-Ed.
1 My endeavours to nd scholarly research about nursery rhymes have proven diverse, but limited in scope. Folklorists and
literary scholars have looked at versions of nursery rhymes across time, exploring their origins and socio-political contexts (Opie &
Opie, 1997; Nodelman, 1989/2008). Attention has also been given to the illustration of rhymes (Nodelman, 1989/2008). While these
examples focus on content, a parallel body of work exists that examines the relationship between nursery rhymes and their intended
audience of young children. Largely, this research explores the connection between children’s exposure to nursery rhymes and their
acquisition of literacy skills (Bryant et al., 1989; Dunst et al., 2011). Academic approaches to nursery rhymes are also appearing in the
context of music education (Cardanay, 2013), parent-child attachment (Scharfe, 2011), and parenting strategies (Carroll, 2005; Terrett,
White, & Spreckley, 2012). In general, research tends to focus on one developmental domain, such as literacy, or offer a very brief
treatment of a few domains (Kenney, 2005). However, I have discovered a need for scholarship concerning the relationship between
nursery rhymes and multiple domains of child development.
... The selection of the songs, rhymes and takes and how they should be implemented in the learning process is one of the roles of the Hungarian kindergarten pedagogues (Wright et al., 2000). The use of musical tales in ECEC as a tool for teachers to learn how to communicate fluently the use of music (Mullen, 2017), literature, and drama in the same activity makes the perfect combination to help children learn and develop their native language, as it improves vocabulary, grammar, pronunciation, and the communicative competence in general (Lendák-Kabók, 2020). For the child to feel safe and empowered, Breneselović and Krnjaja (2021) argue, the ECEC worker should build relationships based on active engagement, maintaining balance and respect for the child by following their interests. ...
... Not only can they help boost the linguistic development of a child, rhymes are memorable, and as such can help children retain certain pieces of information. When linked with physical actions, they encourage the development of motor skills (Mullen, 2017). Through celebrating Christmas traditions, children not only develop their culture, but also this enriches the mother tongue which is an important feature for future educational achievement (Lendák-Kabók, 2020;Wright et al., 2000). ...
Full-text available
Secondary analysis is employed to address new research questions by analysing previously collected data. This paper reports on the secondary analysis of qualitative data where the original research investigated the preschool education reform in Serbia from the perspective of Hungarian ethnic minority kindergarten pedagogues. The choice to apply a secondary analysis fulfilled the aims of (i) investigating traces of socialism in Early Childhood Education and Care (ECEC) provision in Vojvodina, a northern region of Serbia; and (ii) exploring the complexity of Christmas celebrations in nurseries. In order to address the aims, a secondary analysis of 12 semi-structured transcripts was carried out. This analysis revealed important additional findings for the original study. In light of the education reforms in Serbia we found that, first, there are strong connections between the ‘socialist past’ ECEC practices and what these practices may look like in the future; and, second, the traditional celebration of religious holidays outside of church organizations, such as Christmas, may change in the nurseries. This paper also offers insight regarding the importance of secondary analysis which provides an opportunity to making use of existing resources.
... Kenyataan ini disokong oleh Aulia & Fauzia (2016) yang berpendapat bahawa lagu merupakan sumber yang berharga dalam mengembangkan kemampuan kanak-kanak dalam mendengar, bertutur, membaca, dan menulis. Mullen (2017) dalam jurnalnya yang bertajuk "Using Nursery Rhymes and Songs to Support Domains of Child Development" berpendapat bahawa kandungan dalam sajak dan lagu, memperkenalkan kanak-kanak kepada kata-kata, angka dan konsep, seterusnya dapat membantu dalam perkembangan bahasa dan kognitif mereka. Menurut Azam & Kamariah (2018), penggunaan muzik dan nyanyian di dalam kelas oleh guru dapat dilihat melalui set induksi, isi kandungan atau sesi penutup. ...
... Expressive language skills lay the groundwork for the future read and write success (Baker et al., 2016). These skills develop children's opportunities to listen to and talk with their parents, relatives, friends, and caregivers (Mullen, 2017). ...
... Children with higher demonstrations of joint engagement and imitation have increased socio-emotional engagement and communication skills (Farrant, Maybery, & Fletcher, 2011). It is why certain early language approaches are used to spark children's affinity and engagement with language (Danielson, 2000;Mullen, 2017). ...
... The findings of this study infer that effective communication processes may lie in the sensory-perspective elements of which music mirrors and that children have an extraordinary capacity for creativity with music which they can communicate independent of cultural differences. Additionally, Mullen (2017) advocates the versatility of nursery rhymes in supporting multiple domains of child development including the skills required to communicate needs and wants in socially appropriate ways, symbolic use of language and storytelling. She relates the rhythmic and action-orientated characteristics of nursery rhymes to language play, which offers children to make sense of words, numbers and concepts in a playful way. ...
... Hal ini disebabkan oleh jiwa anak yang memang menyukai bernyanyi apalagi bila rutinitas belajar dirubah pada hal yang berhubungan dengan musik (Pourkalhor & Tavakoli, 2017). Selain itu, nursery rhymes juga dapat memberikan perkembangan positif bagi emosi dan perilaku anak (Mullen, 2017). ...
Full-text available
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
Full-text available
Nursery rhymes expose children to a fantasy world in which characters engage in a variety of curious and entertaining scenarios. They allow children to visualise and expand their perception of what is possible in the wonderful world of fiction. It is through imagination that children reach the highest potential. It helps in the expansion of social, emotional and creative skills in children. One of the most important advantages of imagination is increased creative capacity. Imagination provides children with the abilities they will need later in life for creative problem solving and artistic endeavors. Children's creativity may subsequently lead to the discovery and development of new items and ideas. It may also assist kids in comprehending various sorts of art and visualizing people and scenarios from novels and movies. Wallace Stephens wrote, "the imagination is the power of the mind over the possibilities of things. By neglecting the imagination we impoverish children's worlds and narrow their hopes" (Herbert Kohl, as cited in Rodari, 1996 p 19)
This study investigated (1) whether children's songs could be potential sources of internal state information and (2) cross-cultural/linguistic differences in the availability of such information. We coded for expressions of mental states and other internal states in 255 English songs, likely accessed by children in the United States, and 255 Japanese songs, likely accessed by Japanese children. The majority of the songs in both samples contained at least one internal state expression, with songs containing four to five tokens and two types of internal state expressions on average. Japanese songs had more types of internal state expressions than English songs when comparing the two samples in proportion scores that controlled for the length of songs. However, differences between English and Japanese songs were negligible in the absolute frequency of tokens and types of internal state expressions, with the exception that Japanese songs were richer in ambiguous internal state expressions.
Full-text available
There is a sharp decline in the performance of Igbo oral songs by children in recent times. Unlike in the days gone, children of nowadays rarely gather in groups in the evenings or during moonlight nights to play and perform some dramatic and musical renditions which are informal forms of education. Parents now encourage their children to watch home-movies and some channel programmes in the comfort of their homes; they encourage them to embark more on some in-door games while advancing security reasons as the basis for not allowing them to participate in various forms of open communal recreation. Such attitude deprives children of the essential moralistic and educational values expected to be imbibed from the rendition of native songs in playful groups. This paper which is based on a fieldwork carried out in 2018 in Umuawuchi, an Igbo community in Imo State Nigeria, investigates the instructional values of Igbo oral children’s songs. Reiterating the moral-imparting attributes of Igbo children’s songs, the paper applies Performance Theory to investigate the thematic standpoints of Igbo children’s songs while gauging the extent to which they can be applied to impart and extrapolate on key moral values of the Igbo. The paper restates certain measures that can be activated to incorporate children’s songs into mainstream educational and mass-communication media to avert the complete loss of such rich literary repertoires.
Our collective experience from decades of working in classrooms and other learning environments is that most educators focus on literacy rather than numeracy in the resources displayed in the classroom. The field of numeracy is often restricted to an obligatory poster displaying numbers or number facts and/or a poster about shapes and solids. To find a classroom where learners are immersed in resources focusing on various aspects of numeracy is like stumbling upon an oasis in the desert.
Museums provide rich multimodal learning opportunities and long‐lasting memories for children and teachers who participate in museum excursions and outreach programs. Museum programs for preschool children embed hands‐on opportunities to engage children with new and diverse artefacts. Interactions in museum settings provide opportunities for adults and children to collaborate in learning. Our aim in this project was to explore the elements of museum programs that prove essential in engaging young children in museum education programs. Five museum presenters and 14 early childhood groups (14 teachers and 296 children) participated in the research project. Data collection included audio recordings of museum presentations, observations of child‐teacher interactions, multiliteracy observations, teacher interviews, and written reflections from the museum presenters. Coding across all datasets contributed to the five main themes in the findings, which we detail using the acronym LEARN: Learning artefacts; Embodied teaching and learning; Asking questions; Repetition: and Narrative. Multiple elements of museum education programs influence learning opportunities for young children. Both structural elements (e.g. designing a core narrative around concepts, or time for children’s individual queries during the program and hands‐on explorations with museum artefacts) and learning interactions (e.g. conversations where children and adults collaborate) contribute to engaging museum education programs for young children.
Full-text available
The purpose of this study was to assess changes in children’s language skills and parenting stress following participation in the Parent–Child Mother Goose Program (PCMGP). The intervention group consisted of 29 parents (age range 24 to 43 years, M = 33.5, SD = 4.1) and 30 children (18 females and 12 males) with ages ranging from 1 to 46 months (M = 14.2, SD = 13.0), who were participating in the PCMGP. The comparison group consisted of 22 parents (age range 28 to 43 years, M = 34.5, SD = 3.7) and 25 children (14 females and 11 males) with ages ranging from 5 to 37 months (M = 18.2, SD = 10.7), who were participating in community playgroups. Children’s scores on receptive and expressive language using the Preschool Language Scale-3, and parenting stress scores using three subscales of the Parenting Stress Index were obtained at the beginning of the research (pre-test) and again 15 weeks later (post-test). Results revealed that the PCMGP children showed greater improvement in language skills, especially their expressive communication skills. The parents participating in the PCMGP also reported a more positive impact on their perceptions of their child’s demandingness compared to the comparison playgroup parents. This study highlights the potential effectiveness of the PCMGP as an early intervention program in relation to aspects of both receptive and expressive language and parental stress, and adds to the limited existing literature evaluating this program.
Full-text available
An estimated 50 to 60% of children from typical families develop secure attachment relationships with their parents (Ainsworth, Blehar, Waters, & Wall, 1978; Van IJzendoorn & Kroonenberg, 1988); however, intervention research has focused primarily on interventions for high-risk clinical samples (Berlin, Zeanah, & Lieberman, 2008). In this project, the influence of a popular community-based parent-child program was assessed in a non-clinical sample of families. Families participating in a 10-week Parent-Child Mother Goose Program (n.d.) and families on the waitlist for the program were asked to complete questionnaires to assess parenting efficacy and satisfaction as well as parents' perception of their own and their child's attachment styles at the beginning of the program, the end of the program, and six months later. Mothers in the program group reported significantly more positive change in their reports of parenting efficacy over time and also reported significantly more change in their children's attachment category. Specifically, children in the program group were significantly more likely to be classified as secure over time (55% at T1 to 81% at T3) as compared to the waitlist participants (45% at T1 to 62% at T2). In this popular 10-week, community-based program, parents learned skills that continued to influence their relationship with their children six months after the conclusion of the program.
Full-text available
Nursery 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.
This book provides an indispensable account of current understandings of children's emotional development. Integrating the latest research findings from areas such as attachment theory, neuroscience and developmental psychology, it weaves these into a readable and easy-to-digest text. It provides a tour of the most significant influences on the developing child, always bearing in mind the family and social context. It looks at key developmental stages, from life in the womb to the pre-school years and right up until adolescence, whilst also examining how we develop key capacities such as language, play and memory. Issues of nature and nurture are addressed and the effects of different kinds of early experiences are unpicked, looking at both individual children and larger-scale longitudinal studies. Psychological ideas and research are carefully integrated with those from neurobiology and understandings from other cultures to create a coherent and balanced view of the developing child in context. Nurturing Natures integrates a wide array of complex academic research from different disciplines to create a book that is not only highly readable but also scientifically trustworthy. Full of fascinating findings, it provides answers to many of the questions people really want to ask about the human journey from conception into adulthood. Visit Graham Music's personal site at
Nursery rhymes have been a part of childhood for centuries. Spanning the generations, children and adults continue to delight in their poetry and melodies. Educators consider these rhymes traditional literature for music and language instruction. Within this article, the author includes a brief historical discussion of nursery rhymes and writes contemporary music lessons for young children using traditional English verse.
This volume has 7 sections of chapters about the many aspects of the psychology of emotion. Each section is drawn from a diverse set of disciplines including: history, anthropology, sociology, philosophy, biology, and neurophysiology, including coverage of compelling new findings on brain–behavior relationships. The development of emotions is represented, along with social processes and personality, the interface between affect and cognition. New to this edition is a section on recent research on emotions and health that represents one of the field's most dynamic and fruitful areas of inquiry. This volume could be a helpful resource for students, researchers, and clinicians. (PsycINFO Database Record (c) 2012 APA, all rights reserved)