The use of finger and nursery rhymes in the English classroom in Early Childhood Education
Abstract
The present study analyses the use of finger and nursery rhymes in the English classes in Early Childhood Education, applying a non-experimental design in which data from both the perception and the teaching practice have been collected. A total of 80 English teachers in Early Childhood Education from public and private centres in La Rioja, Navarra and Cantabria participated through a self-developed questionnaire. The data collected has been analysed statistically by applying the Pearson Correlation Coefficient to the variables of interest. The results obtained show the existence of a statistically significant relationship between marking the rhymes, and the predisposition to learning, motivation or understanding of the language by the students. Likewise, the results make evident the importance of students’ movement through finger and nursery rhymes for their learning. Therefore, it can be concluded that its use in early childhood classrooms benefits students in their learning process.
Downloads
Article download
Crossmark
License
In order to support the global exchange of knowledge, the journal Didáctica. Lengua y Literatura is allowing unrestricted access to its content as from its publication in this electronic edition, and as such it is an open-access journal. The originals published in this journal are the property of the Complutense University of Madrid and any reproduction thereof in full or in part must cite the source. All content is distributed under a Creative Commons Attribution 4.0 use and distribution licence (CC BY 4.0). This circumstance must be expressly stated in these terms where necessary. You can view the summary and the complete legal text of the licence.
