Singing Games as a Transitional Tool in the Nursery School
Singing Games as a Transitional Tool in the Nursery School
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Issue Date
1980
Authors
Nicol, Marcha V.
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Abstract
This study was undertaken to demonstrate that Singing Games, the incorporation of chant or song with rhythmic body movement, used as a transition tool, can change behavior in Nursery School classrooms. Singing Games do assist teachers in moving children from one activity to another, in focusing the class, in controlling behavior considered unseemly, and in alerting and making responsive the passive child. Singing Games are already incorporated as fun, instructional material, or at times, perceived as having "some effect" on the child. Singing Games are not used as planned programming for transit, and their carry-over significance is not clearly understood. A need exists to test Singing Games as behavioral change mechanisms. Change of will and emotion in the child, no change, and extent of change should be noted in the use of Singing Games as opposed to activities similar to Singing Games, such as rhythms, just singing, or games without singing. Isolation of Singing Games for study from a behavioral viewpoint is long overdue. Four Nursery School classrooms were used in this study, representing three schools in the Fairfield, California area. Subjects ranged in age from four to five years and were selected because they were the oldest preschool children in each Nursery School. Ethnicity, religion, student population numbers, and administrative goals differed from one school to another. Approximately 60 children were studied, but by cumulatively adding without concern for continuing registration of the same child, 39 children were observed at the first school, 83 at the second, and 52 at the third. Experiments consisted of timing by stop-watch of activity transitions in one classroom and charting of activity-behavior before, during, and after Circle Time in three classrooms when Singing Games were used, or not used. The programming of activities similar to Singing Games was noted as to attendant as well as carry-over behavior. As "throw-ins", without pre-scheduling, Singing Games modified behavior in all four classrooms chosen for this study. More immediate concentration resulted, and readiness for the following activity was apparent. The use of Singing Games, when involving full-body movement and song rather than chant, had the greatest focusing and carry-over effect. Singing Games, if viewed as a mechanism for behavior modification, can assure their continuing use and expansion in the classrooms of the young. Daily scheduling of Singing Games as transitional tools may result from such reliance and acceptance.