What do nursery songs and self-regulation have in common?

14 November 2024

As we celebrate World Nursery Rhyme Week, Professor Sara Baker considers how having fun with nursery rhymes can strengthen children's self-regulation.

EEF logomark

Professor Sara Baker

Professor of Developmental Psychology and Education, University of Cambridge

What do nursery songs and self-regulation have in common?

A self-regulating child can adapt their behaviours in the moment, moderate their emotional reactions so they are not overwhelmed, and think about themselves as a learner.

As children grow, self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. leads them to be able to:

  • make plans for their own learning
  • choose the right strategy to reach a certain goal
  • build positive relationships with adults and other children
  • express themselves in ways that can mean their needs are met.

When they enter school, self-regulated learning helps children to:

  • keep track of what is working well for them and to keep up their good work
  • see when a certain strategy is not getting them closer to a goal (for example in a maths problem) so they can change direction.

In these ways, self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. is a lifelong learning skill that has its foundations in the early years.

Self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. is not just compliance. On the contrary, self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. gives learners the key to driving their own learning, noticing when they might want to make adjustments and choosing the best path forward (rather than just being told what to do).  If you go to the EEF’s Early Years Hub, you can find out more about self-regulation and executive function.

There are many things adults can do to support self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. in learning. In a nursery setting or reception class, practitioners make many choices every day about their practice, each of which could be looked at through the lens of supporting children’s self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances..

Supporting self-regulation

Self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. is best developed in meaningful contexts that are motivating for children, like when they are playing and enjoying themselves or talking about things that interest them.

For example, brainstorming different ways to get a toy down from where it is stuck in a tree can be a fruitful opportunity to discuss strategies and talk about how there are different ways of doing things.  Opportunities for practising self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. are present throughout the day, from putting your coat on a peg to sitting and joining in at group time. Self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. can be practised in a variety of ways on a regular basis, rather than having time set aside and reserved for self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. practice.

Opportunities for practising self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. are present throughout the day, from putting your coat on a peg to sitting and joining in at group time. Self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. can be practised in a variety of ways on a regular basis, rather than having time set aside and reserved for self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. practice.

As we celebrate World Nursery Rhyme week, here are some songs and rhymes which have a strong self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. component. They’re fun and so children are usually interested in joining in. Nursery rhymes are often used at group time, at the end of a session before lunch or ​‘going home time’, which means they can be an especially fun way to practise self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. throughout the nursery day.

Songs with verses need working memory to keep in mind recent verses and to select a different one that has not yet been sung:

  • Biquette ne veut pas sortir du chou
  • Old MacDonald
  • Sal de ahí chivita
  • Tommy Thumb
  • Το Ντίρλι
  • Five Currant Buns

Physical songs need self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. to join in with the group and keep together:

  • A Ram Sam Sam
  • Chaque matinée cocorico
  • Wind the Bobbin Up
  • Pin Pon
  • Head, Shoulders, Knees and Toes
  • 정글 숲을 지나서 가자
  • Hop Little Bunnies

Looking through a self-regulation lens

Certain nursery rhymes also provide opportunities for building relationships between the children and with staff. Those that involve saying good morning to each person in turn, for example, mean the whole group joins in acknowledging every person who is present. Strong positive relationships provide a foundation for children’s sense of belonging, their motivation to learn and are also associated with children’s self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. in the long run.

Nursery rhymes are probably part of what you are already doing on a regular basis with young children. Has your team recently looked at the nursery rhymes you do through the ​‘self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances.’ lens? 

Professor Sara Baker is a Professor of Developmental Psychology and Education at the University of Cambridge and works for PEDAL, the Centre for Play in Education, Development and Learning.

A longer version of this blog was originally published by East London Research School.