Exploring the Influence of Diction and Language Style in Children's Song Lyrics on Preschool Learning and Development
DOI:
https://doi.org/10.35335/jiph.v12i2.36Keywords:
Preschool Education, Children's Song Lyrics, Diction, Language Style, Early Childhood DevelopmentAbstract
This research delves into the profound influence of diction and language style within children's song lyrics on the educational experiences of preschoolers. The study investigates the impact of diverse language styles, ranging from simpler, repetitive structures to more complex and varied compositions, on language development, cognitive engagement, emotional responses, and learning outcomes in young children. Through a mixed-methods approach encompassing quantitative analysis and qualitative observations, the research examines the implications of varied language styles on comprehension, engagement, and cognitive growth among preschoolers. Findings highlight the significance of diverse language styles in fostering comprehensive learning experiences, nurturing cognitive engagement, emotional responses, and social interactions among preschoolers. The research underscores the importance of a balanced approach to language styles in educational materials, offering immediate engagement while stimulating cognitive challenge for sustained educational growth. The practical application of these findings advocates for educators to curate a diverse repertoire of song lyrics, integrate multisensory experiences, and harness technology to enhance the learning environment for preschoolers, nurturing their language skills, cognitive abilities, and emotional development. The study's implications extend to educational practices, emphasizing the importance of embracing diverse language styles to create a dynamic and comprehensive educational journey for our youngest learners.
References
Asmussen, K., Law, J., Charlton, J., Acquah, D., Brims, L., Pote, I., & McBride, T. (2018). Key competencies in early cognitive development: Things, people, numbers and words. London: Early Intervention Foundation.
Barbot, B., & Heuser, B. (2017). Creativity and identity formation in adolescence: A developmental perspective. In The creative self (pp. 87–98). Elsevier.
Bazerman, C. (2020). What written knowledge does: Three examples of academic discourse. In Landmark essays on writing across the curriculum (pp. 159–188). Routledge.
Cahnmann, M. (2003). The craft, practice, and possibility of poetry in educational research. Educational Researcher, 32(3), 29–36.
Epstein, E. L. (2013). Language and style. Routledge.
Ferreri, L., & Verga, L. (2016). Benefits of music on verbal learning and memory: How and when does it work? Music Perception: An Interdisciplinary Journal, 34(2), 167–182.
Gardner, F., & Shaw, D. S. (2008). Behavioral problems of infancy and preschool children (0–5). Rutter’s Child and Adolescent Psychiatry, 882–893.
Harris, M. (2009). Music and the young mind: Enhancing brain development and engaging learning. R&L Education.
Hirsh-Pasek, K. (2009). A mandate for playful learning in preschool: Applying the scientific evidence.
Keray Dinçel, B. (2017). Analysis of Children’s Songs in Terms of Values. Online Submission, 8(26), 64–71.
Kim, J. (2017). Transforming music education for the next generation: Planting ‘four cs’ through children’s songs. International Journal of Early Childhood, 49(2), 181–193.
Kirschner, S., & Tomasello, M. (2010). Joint music making promotes prosocial behavior in 4-year-old children. Evolution and Human Behavior, 31(5), 354–364.
Kohlberg, L. (1968). Early education: A cognitive-developmental view. Child Development, 1013–1062.
Marsh, K. (2008). The musical playground: Global tradition and change in children’s songs and games. OUP USA.
McCarthy, D. (1943). Language development in the preschool child.
Minks, A. (2002). From children’s song to expressive practices: old and new directions in the ethnomusicological study of children. Ethnomusicology, 46(3), 379–408.
Moller, A. C., Elliot, A. J., & Maier, M. A. (2009). Basic hue-meaning associations. Emotion, 9(6), 898.
Pearson, J. (1998). Terms in context (Vol. 1). John Benjamins Publishing.
Rahman, S. R. T. A. (2021). Preschool Education Has Become More Important In Preparing Children. KQT EJurnal, 1(1), 57–70.
Sullivan, P. M. (2016). The effects of music in kindergarten lessons on student engagement and student learning.
Tegge, F. A. G. (2015). Investigating song-based language teaching and its effect on lexical learning.
Unsworth, S. (2016). Quantity and quality of language input in bilingual language development.
Whitehead, M. R. (2007). Developing language and literacy with young children. Developing Language and Literacy with Young Children, 1–160.
Widodo, R. (2017). The Error Analysis of Word Choice or Diction Used by Students in Writing Recount Text at the Seventh Semester of English Education Program Muhmmadiyah University of Purworejo in the Academic Year of 2016/2017. PBI-FKIP.
Wohlwend, K. E. (2015). Playing their way into literacies: Reading, writing, and belonging in the early childhood classroom. Teachers College Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Aron Coffey Hartnett, Sanner Kenrick Lasslo, Beach Reynolds Hertlein
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
