RHYMES AND CHANTS

1. RHYMES AND
CHANTS
helping to learn
Joana Montes De Oca
SOE 115 Psychology of Teaching and Learning
Kendall College

2. OVERVIEW OF THE STRATEGY
 The rhymes and chants promote their children language. The nursery rhymes
are the basis of the early childhood education. Also, it helps their children to
develop their imagination. Also, this helps you to have the opportunity to
share the time with your little one while you sing.
 Rhymes and chants are part of my job; I am a Spanish teacher. I use the rhymes
to teach the children a new vocabulary, number, colors, so children can learn a
new language or new things when they have fun.
 I choose this strategy, because it is amazing how children learn a new
language and I would like to share my experiences with other teachers. Also, I
want to learn more techniques about the rhymes and chants.

3. CREDIBLE SOURCE #1
 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. Cardany, A. B. (2013).
 Nursery rhymes provide a unique learning context for preschoolers in
regard to their emergent literacy and musical development. According to
Vygotsky's social constructivist theory (1978), in order for learning to
occur, children must face challenges, and adults must provide support to
guide them toward mastery of new skills(Lefebvre, P., Bolduc, J., &
Pirkenne, C. (2015).

4. CREDIBLE SOURCE # 2
 The exposition of nursery rhymes has the potential for improving one's
communicative competency in creating concise and engaging messages.
The single-class activity described in this paper requires little preparation,
applies the pedagogical approach of active learning, and expands upon the
ideas that childhood tales stimulate public speaking Gan, I. (2015).
 Several teaching methods aid young children in learning foreign
languages, all of which include continuous repetition and review of
learned information. The two methods used in this study were Total
Physical Response (TPR) and songs/chants. The TPR method used a
gesture for each vocabulary card, and the songs/chants method
incorporated Spanish vocabulary words into a rhythm, rhyme, or song
Omari, D. R. (2001, July 1).

5. CREDIBLE SOURCE #3
 Primary-grade children can learn rhythm and rhyme from nursery rhymes.
But those same poems can be used to help young students make
connections to letters, sounds, and word chunks. This lesson lets Mother
Goose help children grow as readers and writers. During the 5-10 minutes
per day for these lessons, students will: develop a feel for the rhythm of
poetry as they recite, chant, and sing the nursery rhymes; connect familiar
characters from the nursery rhymes with letters of the alphabet and
beginning sounds; recognize and identify rhyming words, noting the
familiar chunks in words like Jill and hill or wall and fall; and apply these
skills in shared and interactive writing, and as they are ready, in their own
writing.(Hamner, D., MarcoPolo Education, F., National Council of
Teachers of English, U. I., & International Reading Association, N. D.
(2003).

6. ANALYSIS OF INFORMATION
 When I started to teach Spanish to young children, I thought it was not going
to be easy; I felt confuse because I believed that children would not be able to
learn another language. I had a hard time because I was not using the right
technique to teach them. Besides, I use Spanish most of the time; it is rare
when I use English if I have to use it, it is for setting up the classroom’ rules.
 Now, I always start my classes with rhymes and chants songs in Spanish; I make
a lot repetition, and I encourage children to repeat those rhymes and chants. It
is amazing how children learn a new vocabulary and how fast their learn when
they expose at the younger.

7. CONNECTIONS
 In the rhymes and chants method, children from young age are able to learn new
language. It does not matter how young they are. It is important to expose children
in the early ages to a new languages. Experiences –expectant overproduction and
pruning processes are responsible for general development in large areas of brain
and may explain why adults have difficulty with pronunciation that are not part of
their native language. For example, the distinction between the sounds of r and l is
important in English but not in Japanese, so by about 10 months, Japanese infant
lose the ability to discriminate between r and l; those neuron are pruned away.
(Woolfolk 2016)
 In addition Piaget says in the earliest period is called the sensorimotor stage, because
child’s thinking involves seeing, hearing, moving , touching, tasting and so on.
(Woolfolk 2016 pg 46). If is better to expose the children to learn a new language an
the younger age. Those rhymes and chants that we do to our children are good for
them, even we though they are not learning.

8. CONCLUSIONS
 Now, it is more common that our children are exposed to learn a different
language, so it 's nice to use the songs, so they will be able to learn and have
fun. Besides, the schools that teach languages are incorporating fun immersion.
This is that children will be able to learn a new language having fun, making
rhymes and chants. Because, it helps them to have a better way to learn a new
language, but also numbers, colors, names, etc.

9. COMMUNICATION WITH FAMILIES
 After I finished with my classes the parents get close to my, and they told me
that they are so happy with the results that they are having with their children.
Because they are learning a new language and having fun at the same time.
 They notice that in a short period children will able to be confident an sing
songs, and have little conversation with the language that they are learning with
their friends. Also, I told the parents that they can use the songs that we have in
the class so they can help the children to be more confident and involve in
children’s learning.

10. References
 Lefebvre, P., Bolduc, J., & Pirkenne, C. (2015). Pilot Study on Kindergarten
Teachers' Perception of Linguistic and Musical Challenges in Nursery Rhymes.
Journal For Learning Through The Arts, 11(1).
 Gan, I. (2015). Bringing the Magic of Folk Literature and Nursery Rhymes to
Communication Classes. Communication Teacher, 29(4), 206-211.
 Cardany, A. B. (2013). Nursery Rhymes in Music and Language Literacy.
General Music Today, 26(2), 30-36. doi:10.1177/1048371312462869
 Omari, D. R. (2001, July 1). A Comparison of Foreign Language Teaching
Methods: Total Physical Response versus Song/Chants with Kindergartners.
 Hamner, D., MarcoPolo Education, F., National Council of Teachers of English,
U. I., & International Reading Association, N. D. (2003). Growing Readers and
Writers with Help from Mother Goose.
 Woolfolk, A. (2016). Educational psychology (13th ed.). Boston, MA:
Pearson.