Presenter(s)

Olivia Heinrich, Samantha Matheis

Comments

9:00-10:15, Kennedy Union Ballroom

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Description

This study explores how specific music engagement of active learning in children's songs support the development of early literacy skills. Research focuses on rhyming words, modeling, and repetition. We examined 18 popular children's songs to identify patterns that contribute to literacy growth in early childhood. Our analysis found that these three features were present and play a significant role in enhancing phonological awareness, expanding vocabulary, and encouraging language production. Rhyming helps children recognize sound patterns, a foundational skill for reading. Modeling—where adults or characters demonstrate actions and call and repeat methods that provide clear examples for children to imitate. Repetition reinforced language structures and vocabulary, offering multiple exposures to new concepts and sounds. The combination of these elements created an engaging and supportive environment that promoted active participation and language development. Our findings suggest that educators and caregivers can intentionally use these songs with these characteristics to support early literacy. Music can be a powerful tool in the education process, especially in early childhood settings.

Publication Date

4-23-2025

Project Designation

Course Project - PSY 452 01

Primary Advisor

Mary Catherine Wagner

Primary Advisor's Department

Psychology

Keywords

Stander Symposium, College of Arts and Sciences

What types of active learning in songs lhelp build literacy skills in early childhood?

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