Why teachers use Rhymes to the Preschool kids

Why teacher using Nursery Rhymes?

             Research shows that children who have memorized nursery rhymes become better readers because they develop an early sensitivity to the sounds of language.

             Nursery Rhymes naturally help young children develop phonemic awareness skills , which are the necessary building blocks that children need explicit instruction in before they can begin to read.

Nursery Rhymes Can…

• Enrich young children’s vocabulary
• Provide opportunities for oral language development
• Introduce children to basic story structure such as problem and solution, cause and effect
• Be easily integrated into already existing themes
• Be FUN and engaging for young children

Benefits of Nursery Rhyme Activities

                                  Regardless of what nursery rhyme activities you are doing with your children it is always good to do them with your children because you will be helping your child grow and develop properly. Many activities require a variety of skills from your children and by doing these activities with your children you will be encouraging your child to develop these skills. But it is not only the skills that your children will learn that makes doing nursery rhyme activities so beneficial for children of all ages.

Benefit 1:

                      One of the benefits to doing nursery rhyme activities with children is that nursery rhyme activities actually increase a child’s vocabulary The reason for this is that there are many words in the nursery rhymes that children do not hear in everyday language, some of these words are nonsense words, but there are still a lot of words that nursery rhymes use that are regular words that we just don’t use in every day communication. So by learning these words the children are expanding their vocabulary.

Benefit 2:

                           Another great benefit to nursery rhyme activities is that many times they become the first sentences that children speak. Basically what this means is that nursery rhyme sentences are easy to learn so more often than not children go around repeating the nursery rhyme sentences. And these rhymes are actually reinforced through the nursery rhyme activities. And because the children are memorizing these rhymes they are actually developing the building blocks for speaking and reading.

Benefit 3:

1.                                  Another way that nursery rhyme activities benefits children is that it helps kids figure out the English language. Basically nursery rhymes are going to teach children about the different types of speech patterns and other necessities that they need to learn in order to communicate. It is often said that English is one of the hardest languages to learn because of the rhythm of the English language, but the nursery rhymes will help to convey how the rhythm of the English language actually works. In fact you will also see nursery rhyme activities in classes that teach English to adults as well as kids.
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   Benefit 4:

3.                  Another huge benefit to nursery rhyme activities is that it teaches young children about poetry. By introducing the basics of poetry at a young age children are more receptive and some of that information will stick when they get older and get into more in depth lessons about poetry. But Mother Goose and other nursery rhymes are a basic introduction to poetry. These rhymes introduce children to how some poetry rhymes, how it flows or the rhythm of the poetry.

4. Benefit 5:

                       Nursery rhyme activities will also help children learn about the letters of the alphabet, the sounds of the letters and sounds of various words. These are all building blocks for learning to read and write later on in life. By planning lesson plans around the nursery rhymes you are creating a fun learning environment for the children to learn about the different letters and the sounds that they make, you are also associating those letters with a fun activity which makes learning those letters easier for children.

5. Benefit 6:

6.                                 Nursery rhyme activities are going to encourage and develop children’s fine and gross motor skills. And how those skills are developed depend on what activities you are doing.

Factors Affecting Child Development

There are mainly 4 factors affecting child Development
1.Environmental Factors: 
                                    An environmental scan completed by the National Collaborating Centre for the Determinants of Health (2008b) assessed the challenges faced by professionals supporting early child development.
                                Early child development needs to be a priority issue in policy and practice.
Poverty is the factor creating most stress within families and undermines healthy child development.
Some population groups face considerable inability to access services related to:

- Language barriers,
- Transportation issues,
- Availability of programs and services,
- Stigma
- Cost

	Child-level determinants	Family-level determinants	Community-level determinants	Society-level determinants
Housing	Does the child have space to play and explore?	Is there overcrowding?	Is there green space such as parks where children can play?	Is there evidence of community building when planning new developments?
	Is the child safe from injury or contaminants such as lead?	Are there any housing conditions contributing to ill health such as moisture and molds?	Is the community safe from crime and environmental pollution?	Is there housing support for low income families?
Income	Does the child have adequate clothing -e.g. snowsuit and boots in winter weather?	Is the family experiencing financial stress or a high debt load?	Are there low cost community programs for children and families?	Are social assistance programs and subsidies available and accessible to those in need?
	Does the child receive adequate nutrition? Fresh fruits and vegetables are more costly in Northern communities.	Is the family a single parent family or do they have to rely on one income?	Does the community provide secure access to food such as food banks?	Do programs exist that provide specific subsidies for food?
Employment	Does the child have quality child care, when parents are working?	Do families, especially single parents, have child care stress?	Does the community have high rates of employment?	Is there equality in income?
		Do families have meaningful and adequate employment?	Do families have to commute to access meaningful employment?
Education	Does someone read and play with the child?	What level of education do family members have?	Is parental engagement in early education encouraged in the community?	Are programs in place to keep adolescents in school and improve their education?
	Does the child have access to books and toys that stimulate literacy development?	Do families have practices and beliefs that encourage literacy development?	Are there options for adult and family education, including ESL classes?
	Does the child attend quality early childhood education programs?	Do families have access to early childhood education programs?		Is early childhood education valued, and supported through policies and practice?

2 Biological factors

	-level determinants	Family-level determinants	Community-level determinants	Society-level determinants
Gender	Is the child a boy or a girl? Boys and girls tend to develop and learn differently (e.g. currently boys have lower levels of school readiness).	Is there evidence of gender stereotyping, or abuse in the family?	Are women and men from various cultures and backgrounds evident as community leaders?	Are women’s rights, women’s equality and children’s rights protected?
General health	Was the child born with a healthy birth weight? Being born small or large for gestational age is linked to obesity and chronic disease.	How was the mother’s preconception and prenatal health? Folic acid intake for 3 months prior to conception significantly reduces neural tube defects.	Is there access to health services in the community (e.g. medical, dental, vision, hearing, speech and language)?	Is there universal access to quality health and specialty services for children?
	Does the child have a medical condition?	Do family members have chronic conditions? Parents with disabilities or chronic disease may require added supports.	Is there community support for people with disabilities?	Is there adequate financial and program support for families with disabilities?
Mental Health	Does the child have a warm and nurturing environment?	How is the mother’s perinatal mental health? 1 in 5 mothers will suffer from depression, anxiety or another mood disorder during pregnancy or the first year after birth.	Are there programs to support mothers’ mental health during pregnancy and postpartum?	Is there societal support to reduce social stigma of mental illness and provide perinatal mental health services?
	Does the child have consistent and responsive care-givers?

1.Do family members experience trauma, abuse or poor mental health?
2.Are there community supports such as shelters, respite care, programs and services that promote coping skills?
3.Is there societal support to reduce social stigma of abuse and provide services for victims of trauma and abuse and those experiencing mental illness?
4.Health practices
5.Does the child have a pattern for eating, sleeping and playing?
6.Does the family attend to nutrition, set consistent times for sleep and engage in active play?
7.Are there parenting classes that offer information on nutrition, sleeping and activity?


1.Is the child breastfed or receiving breastmilk?
Does the family have information and support to make an informed choice to breastfeed?
3. Is there public, peer and professional support for breastfeeding women?
4. Is the practice of exclusive breastfeeding to 6 months and continued breastfeeding with complementary foods accepted and encouraged?

1. Does the child take part in structured and unstructured physical activities for at least 60 minutes and up to several hours per day?
2. Are physical activity practices encouraged by family members?
3. Are community programs and spaces available to encourage physical activity year round?
Is free, active play and physical activity encouraged in pre-school and kindergarten curriculum?

4.Are children introduced to consistent oral hygiene practices?
5.Are oral hygiene and dental health practices encouraged?
6. Are low cost dental programs available?


Factors Affecting Child Development

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Environmental Factors

ndon	Child-level determinants	Family-level determinants	Community-level determinants	Society-level determinants
Housing	Does the child have space to play and explore?	Is there overcrowding?	Is there green space such as parks where children can play?	Is there evidence of community building when planning new developments?
	Is the child safe from injury or contaminants such as lead?	Are there any housing conditions contributing to ill health such as moisture and molds?	Is the community safe from crime and environmental pollution?	Is there housing support for low income families?
Income	Does the child have adequate clothing -e.g. snowsuit and boots in winter weather?	Is the family experiencing financial stress or a high debt load?	Are there low cost community programs for children and families?	Are social assistance programs and subsidies available and accessible to those in need?
	Does the child receive adequate nutrition? Fresh fruits and vegetables are more costly in Northern communities.	Is the family a single parent family or do they have to rely on one income?	Does the community provide secure access to food such as food banks?	Do programs exist that provide specific subsidies for food?
Employment	Does the child have quality child care, when parents are working?	Do families, especially single parents, have child care stress?	Does the community have high rates of employment?	Is there equality in income?
		Do families have meaningful and adequate employment?	Do families have to commute to access meaningful employment?
Education	Does someone read and play with the child?	What level of education do family members have?	Is parental engagement in early education encouraged in the community?	Are programs in place to keep adolescents in school and improve their education?
	Does the child have access to books and toys that stimulate literacy development?	Do families have practices and beliefs that encourage literacy development?	Are there options for adult and family education, including ESL classes?
	Does the child attend quality early childhood education programs?	Do families have access to early childhood education programs?		Is early childhood education valued, and supported through policies and practice?

Biological Factors

Factor or condition	Child-level determinants	Family-level determinants	Community-level determinants	Society-level determinants
Gender	Is the child a boy or a girl? Boys and girls tend to develop and learn differently (e.g. currently boys have lower levels of school readiness).	Is there evidence of gender stereotyping, or abuse in the family?	Are women and men from various cultures and backgrounds evident as community leaders?	Are women’s rights, women’s equality and children’s rights protected?
General health	Was the child born with a healthy birth weight? Being born small or large for gestational age is linked to obesity and chronic disease.	How was the mother’s preconception and prenatal health? Folic acid intake for 3 months prior to conception significantly reduces neural tube defects.	Is there access to health services in the community (e.g. medical, dental, vision, hearing, speech and language)?	Is there universal access to quality health and specialty services for children?

Interpersonal Relationships

Relationships are particularly important as infants learn primarily through their relationship with others. Eye contact, smiles and imitation set the stage for more sustained communication and meaningful exchanges and engagement with parents and other caregivers, and a growing world of relationships