There is a ballad, if you can't get up, come to school, learn to learn culture, draw pictures, and the Tu Tu Library can't control it ...

The full version of the ballad: Three-year-old children wear flower shoes and wriggle to school. The teacher thinks that I am too young to run home with my schoolbag, but I can't run. It's amazing, I can't get up, come to school, learn culture, draw pictures, Tu Tu Library, and I can't manage it. I'm on fire, and the locomotive is on fire.

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Folk nursery rhymes and the development of children's language

Folk nursery rhymes are rich in folk connotations and forms, which are loved by children because of their distinctive language style. This paper discusses the relationship between folk nursery rhymes and children's language development from three aspects: the characteristics of folk nursery rhymes, the relationship with children's language development and the introduction of folk nursery rhymes into kindergarten curriculum.

Folk nursery rhymes, such as folk songs, ballads, children's songs, etc., are also called "ballad-style" poems, which were originally a kind of folk oral literature and also a kind of children's literature. Children's nursery rhymes, which are mainly circulated among children and are loved by children, can be traced back to the pre-Qin period.

In terms of literary content and form, the content package of folk nursery rhymes is very broad, and there is no boundary in its category. Its rich connotation and favorite forms reflect the variety of real life and are deeply loved by children.

All ballads that are suitable for children to listen to and sing can be classified as nursery rhymes. From the creator's point of view, the creation of folk nursery rhymes is not limited to children. No matter whether it is produced by adults for children or a ballad that belongs to adults, as long as children are willing to accept or imitate and are active between children's mouths and ears, they can all be regarded as nursery rhymes.

There are many kinds of folk nursery rhymes, which are inextricably linked with local culture and dialects. The study of folk nursery rhymes involves many disciplines. Many scholars have discussed it from the perspectives of folklore, sociology, culturology, linguistics and preschool education, and analyzed its origin and significance to children.

According to the nature, use and content of folk nursery rhymes, they can be divided into theological nursery rhymes, political nursery rhymes, fable nursery rhymes and daily nursery rhymes. According to its entertainment function, it can be divided into voice games, semantic games and physical games. According to the expression of nursery rhymes, the expression of atmospheric nursery rhymes and the expression of body games.

Folk nursery rhymes usually have strong local characteristics, and are mostly used for dialect recitation and circulation, with harmonious syllables, strong rhythm and unique rhythm, short form and catchy reading. Folk nursery rhymes have three characteristics: playfulness, randomness and musicality. They are humorous, cheerful and clear, consistent with children's rapidly growing existence, and have high academic research value.

As an important part of children's literature, folk nursery rhymes play an important role in promoting the development of children's language. On the basis of previous studies on the characteristics of folk nursery rhymes, the relationship between folk nursery rhymes and children's language development, and the introduction of folk nursery rhymes into kindergarten curriculum, this paper talks about folk nursery rhymes and children's language development.

Reference: Baidu Encyclopedia-Nursery Rhymes