




































 

 
  

Awka Journal of Research in Music and the Arts (AJRMA) Vol. 16, September 2023 

119 

MUSIC AS A TOOL FOR EFFECTIVE TEACHING AND 

LEARNING PROCESSES AMONGST SELECTED NURSERY AND 

PRIMARY SCHOOLS, ONDO WEST LOCAL GOVERNMENT, 

ONDO STATE 
 

D.O.A. Ogunrinade, PhD;  K.E. Olawale, PhD 

Department of Music, 

Adeyemi Federal University of Education, Ondo 

Bowen University Iwo, Nigeria 

ogunrinadedo@aceondo.edu.ng 

kolawole.olawale@bowen.edu.ng 

 

Abstract 

The phenomenon of music is still undeniably real and is not inferior or despised. Its 

instructional importance as a teaching tool cannot be overstated, and this makes its 

communicability appealing. It can enlighten, empower, educate, correct, chastise, impact, 

and so forth.This study examined the impact of music as a tool for effective teaching 

and learning processes amongst teachers of selected primary schools in Ondo West Local 

Government Area of Ondo State. Descriptive survey research design was adopted for 

the study. The population of the study comprised of primary school teachers in Ondo 

West Local Government Area of Ondo State. A sample of 100 respondents which 

comprises of the primary school teachers were randomly selected for the study. 

Structured questionnaire was administered to the teachers directly. The data collected 

were analyzed using percentage. The study revealed that nursery rhymes and didactic 

songs are important for language acquisition; songs provide the opportunity for children 

to value language and become confident learners. Singing develops children non-verbal 

communication skills, repetition of nursery songs, improves spelling skills as well as opens 

the door for creativity and moral upbringing. The study recommended that Music as a 

core subject should be appropriately included into the curriculum of Pre- Primary and 

Primary school levels and competent, qualified and professional music teachers should be 

employed to equip the pupils with foundational musical knowledge necessary for 

educational, social and affective behavior. 

Keyword: Music Education, Effective Tool, Teaching and Learning Processes, Pre-primary 

and Primary education. 

 

Introduction 

Music permeates the socio-cultural life of the Africans especially in Nigeria. No special 

event or occasion is complete without music being performed ( Faseun, 2001; Amuah, 

Adum-Attah & Arthur, 2011; Amuah & Adum-Attah, 2016). Outside the framework of 

the formal education system, the performance of traditional music has been a means of 

inducting children into the musical heritage of their tradition, a field of cultural 

knowledge and artistic behaviour to which all children must be exposed (Amuah & Adum-

Attah, 2016). According to Amuah et al. (2011), children gain understanding, knowledge 

and skills in traditional music as they observe and imitate the practice of the art in their 

mailto:ogunrinadedo@aceondo.edu.ng


 

 
  

Awka Journal of Research in Music and the Arts (AJRMA) Vol. 16, September 2023 

120 

communities. Through an informal setting, they acquire this important education for 

effective cultural engagement (Amuah & Adum-Attah, 2016). 

 

In a formal school setting, nursery songs are important for language acquisition and help 

with speech development for children. They help children develop auditory skills such as 

discriminating between sounds and developing the ear for the music words. Songs like 

these help kids articulate words, modulate voices (practicing pitch, volume and inflection) 

and enunciate clearly by saying them over and over without fear of criticism. ).  Faseun 

(2001) explicates that the main objective of music at the lower level of education is to 

assist the child to learn and to realize his physical, social, emotional aesthetic and 

intellectual potentialities. Nursery songs provide excellent foundation for later literary 

works, they are a great introduction to stories since many contain a beginning, middle 

and end(sequencing). Familiarity with nursery songs makes good readers, even despite 

differences in social background (Eeralo & Eeralo, 2014). Work with these verses helps 

children detect the phonetic segments of words. 

 

Music educators, researchers, and teachers have argued extensively about music’s 

positive effect on children ( MENC, 2000, Essa, 2003). A research study by Eeralo and 

Eeralo (2014) comparing seven hundred and thirty-five Finnish children in an extended 

music class to those in a normal/control class indicates that, children who took part in 

the extended music class had higher satisfaction in almost all school activities including 

those not related to music class (Eeralo & Eeralo, 2014). Certain musical values are 

expounded through the child’s intellectual development, physical activities, social 

responsiveness, moral development, aesthetic sensitivity, and his or her emotional 

responsiveness leading to the child’s growth and development. 

 

More so, it is claimed that nursery songs help some children learn discrete units sounds 

in a language (Eeralo & Eeralo, 2014).. Children between the age of two and three are just 

learning how to form sentences since they do not always understand where one ends or 

begins, the meter of nursery songs help children to create mental image based on tones 

they hear. There is a sense of togetherness that nursery songs provide. Beside it creates 

common connection between home and school when parents sing with their children. As 

children are chanting or singing nursery songs, they learn how to articulate words, 

practice using pitch and volumes. 

 

Statement of the Problem 

With so much benefit inherent in the use of music for children, it has been observed 

that in many of the nursery and primary schools, the use of music has been neglected 

due to so many reasons among which are lack of quality time allotted for singing, 

incompetence of teachers to engage the pupils in singing that will benefit them, poor 

facilities that could be used in singing, among others. It is therefore pertinent that this 

research is geared towards investigating the effects of music amongst teachers in 

nursery and primary schools in Ondo West Local Government Area of Ondo State. 

 

 



 

 
  

Awka Journal of Research in Music and the Arts (AJRMA) Vol. 16, September 2023 

121 

Objectives of the Study  

The objectives of the study are to: 

1 Investigate the effect of music in nursery and primary schools; 

2 Find out how singing can develop children’s language and communication skills; and 

3 Validate how nursery songs could develop the children’s vocabularies.         

 Research Questions  

1.  What are the effects of music in pre-primary schools? 

2. What are the ways in which nursery songs develop children’s language and 

communication skills? 

3. How could one validate the effects of nursery songs on development of the 

children vocabularies? 

 

Concept of Music 

Music epitomizes a basic part of human existence, arising from the physiological, 

psychological, and sociological needs of humankind. As such, the value of musical pursuit 

is derived not only from the endeavour to achieve the highest forms of the musical art 

according to socially accepted norms, but also from everyday musical encounters of every 

person (Ogunrinade,2016) . To this end, music is a necessity, life-enhancing experience 

which should be nurtured by all individuals, not only by those gifted with exceptional 

musical aptitude person (Ogunrinade,2016) 

 

Music is a sound arranged in such a way that when listening to it sounds pleasant or 

exciting. To start with, it serves as an entertainment tool. For instance, in an occasion or 

event, it plays a vital role that makes the event lively for the people (Ogunrinade, etal, 

2020) Similarly, it creates a cordial relationship among the people, serves as a vehicle 

for both propaganda and an agent of comfort in wartime; it equally produces a complex 

web of pleasure, power, and identity. The social function of music during wartime 

presents an intersection between two significant social experiences, musicality and 

conflict (Adedeji, 2010). It serves as a meeting point of two seemingly disparate 

practices that work powerfully to promote political goals. Correspondingly, the social role 

of music in conflicts is multifaceted; it serves as a tool for settling disputes owing to 

disagreement between two or more people, it can be played to bring harmony between 

aggrieved citizens. When it is actively involved in music making, it enhances self-esteem 

and promotes the development of a range of social and transferable skills (Adedeji, 

2010). 

 

Ogunrinade, et al. 2020 posits that coordinates the brain, body, and soul as well as gives 

amazing open doors to self-articulation, carrying the internal world into the external 

universe of substantial reality, which thus offers road to "stream states" and pinnacle 

encounters. It additionally makes a consistent association between inspiration, guidance, 

evaluation, and down to earth application - prompting "profound comprehension." Nothing 

is persuasive like music. Music is of invariant significance. It is present in all cultures, at 

all times, and throughout the known historical development of the human species, 

facilitating emotional, physical, and social expression, also, music satisfies the human 

need for aesthetic enjoyment, provides for communication of cultural ideals, integrates, 



 

 
  

Awka Journal of Research in Music and the Arts (AJRMA) Vol. 16, September 2023 

122 

and acculturates. It serves as both a reflection of, and a catalyst for sociological and 

technological growth. Music being an integral aspect of African culture is also an agent 

of economic empowerment. 

 

Concept of Music Education 

Music education is a discipline related with the training and learning of music. It touches 

other domains of learning, including the psychomotor domain, the cognitive domain, and 

specifically the significant ways in relation with the affective domain that include music 

appreciation and sensitivity. Music education is a process where understudies (adults and 

young ones) are presented to valuable open doors for making, creating and listening to 

music sounds. It gives the understudies a general musical background to use as basis for 

making musical choices and assisting learners to discovering and encouraging musical 

talents for national development.  

 

Education has been viewed as a systematic training and instruction designed to transmit 

knowledge and develop skills in individuals (Tarner & Worley, 2016). This conception of 

education can be regarded as being general since it embraces formal and informal 

education. Education is seen as all of man’s activities which enabled him not only to realize 

himself but also to be an effective individual capable of fulfilling his domestic and civic 

obligation to accelerate the pace of development and general racial implementation 

(Peters, 2010). Therefore, education plays a dominant role in equipping the citizens in 

order to discover the state of the past and present human activities in any society. Also, 

it preserves them for the purpose of transmission to younger generations and 

generations yet unborn through various effective means. These human activities include 

among others, the musical practices of the people which manifest in singing, dancing, 

drumming and other forms of instrumental playing (Peters, 2010). 

 

Concept of Pre-Primary and Primary Education 

Pre-primary education is also another name of nursery education in Nigeria. Pre-primary 

education refers to the education given in an educational institution to children from age 

3 to 5 plus prior to their entering the primary school (Gillon, 2004). It is an officially 

acceptable and recognized policy, and this goal is meant for every child irrespective of 

his/her socio-economic background. This education is faster in urban centres where 

industrialization has taken place, where government and private institutions are 

established specifically for the purpose of teaching and acquiring knowledge, skills and 

concepts (Gillon, 2004). 

 

The concept of primary education is commonly observed to be an education given to 

children within their late childhood (Herrera, Al-Lal & Mohamed, 2020). This view may 

justify why the Federal Republic of Nigeria (2004) in her National Policy on Education 

defines primary education as the education given in an institution for children from age 

6 to 11 plus. It went further to explain that the rest of the education system is built 

upon it and it is the key to the success or failure of the whole system. Since mentioned 

is made about what happens after primary education there is the need to look at what 

happens before the primary education of the child. It is noted that the education before 



 

 
  

Awka Journal of Research in Music and the Arts (AJRMA) Vol. 16, September 2023 

123 

the child commences primary education is commonly described as ‘early childhood 

education’ or pre-school education. Its definition has attracted different 

interpretations by different people and societies. The perception held by an individual 

or a society determines the practices and the ways early childhood education is 

organized. In an attempt to define early childhood education, Lawali (2008) conceptually 

refers to it as the education an individual receives at his earliest years of life. 

Corroborating the view of Lawali, Odigie (2012) explains that it is the programme of 

studies providing opportunities for genuine learning to children between the ages from 

0-5 years prior to their entering the primary school. The blanket definition as proposed 

by Lawali and Odigie may mean that it covers the childs education from 0-5 years. 

  

The pre-primary and primary education in Nigeria is part of the government’s efforts to 

exert her commitments to the provision of fundamental education for everyone. The 

efforts of the government to include the pre-primary and primary education in the 

National Policy on Education (NPE) shows her concern for children in this level of 

education is a response to many world educational summits to which Nigeria is a signatory. 

The Federal Government of Nigeria has shown serious commitment to educating her 

citizens. This is evident from the National Policy on Education (1977, 1981, 1998 and 

2004). It reflects Nigeria’s philosophy of education, and acknowledges that education is 

an instrument for national development as well as the most important instrument of 

change. 

 

Music and Singing in Pre-Primary School 

From the age of three and until kindergarten, children, according to Ostwald (1973) in 

Sakalak (2004), have acquired an increasing ability of singing melodies, repeat rhythms 

and utilize instruments which produce sounds. They demonstrate the first indications of 

absolute pitch or other special interests and are in the position to develop beneficial 

skills through group or private teaching. The foetus responds to music by opening and 

closing its eyes and moving as if it was dancing while inside the womb for twenty-fourth 

weeks (Fonseca-Mora, 2000). When listening to music, we are calm, we are soothens, and 

we are pleased. Comenius (1979) was one of the first supporters of the inclusion of music 

in the pre-school curriculum, among other subjects, in order to awaken the senses, soothe 

the spirits, contributes to speech generation and promotes good health (Franseca-Mora, 

2000). 

 

Music develops creative attitude, imagination and inventiveness of pre-school children 

through using and constructing musical instruments, as well as various musical games. It 

involves singing, dancing, listening to selected music, orchestration of various songs 

taught in kindergarten with improvised musical instruments, recognition of sounds, 

dramatization of musical fairy tales and fables. This exercise does not only improve their 

cognitive, emotional and mental development, but their knowledge as well. Thus, they 

develop elements of their personalities which subsequently help them develop into 

mature and cultured individuals. 

 



 

 
  

Awka Journal of Research in Music and the Arts (AJRMA) Vol. 16, September 2023 

124 

Songs have always been useful educational materials for educators, as they allow 

individual expressions, while at the same time promotes cognitive and communicative 

objectives. Moreover, as argued by Derrington (2005), the process of writing lyrics for 

a melody is linked to both cognitive and emotional goals. It constitutes a very familiar 

and intimate process for children who link their school life to their social life and for 

this reason; it acquires a special meaning for them. Therefore, it is a creative process 

which, if realised in a participatory manner, has the ability to enhance the relationship 

and the interactions between the individuals of a group (Wigram & Baker, 2005). 

 

According to Badly (2010), singing is simple; as long as we comprehend what we are trying 

to sing and that such song has communication as its main objective, transmitting both 

information and emotions. The issues the educator is called to resolve are, primarily, 

tonal accuracy and, secondarily, characteristics such as volume, breathing, correct 

articulation and vocal expression which leads to song performance.  

 

According to Welch, et al. (2011), the objective of English programme called “national 

Singing programme” or “Sing Up” which was created under the auspices of the British 

Ministry of Culture was to provide each child the opportunity to feel the joy of music 

and to develop their skills through song. Within a group which “builds” unique 

personalities.  

 

Impact of Music on Children 

Singing and music play an important role in our culture. Its impact is felt in many aspects 

of our lives: theatre, television, movies, worship, holidays, celebrations, and government 

and military ceremonies. At home, music can become part of our family cultures, a natural 

part of our everyday experiences. From birth, parents instinctively use music to calm and 

soothe children, to express love and joy, and to engage and interact. Parents can build on 

these natural instincts by learning how music can impact children development, improves 

social skills, and benefits children of all ages. Here are some of the ways finger plays, 

chants, rhymes and songs teach children concept and skills and even provide emotional 

support (Adjepong, 2020). 

 Expand Communication and Imagination  

 Even before babies are able to talk, their babbling and sound-play help them 

develop neural pathways necessary for listening and speaking. Did you know infants who 

hear language directed and responsive to them tend to babble more and have larger 

vocabularies as toddlers? Children can easily and quickly mimic music and sound they hear 

as an additional way to understand and make sense of the world around them (Adjepong, 

2020). 

 Music builds Intimacy 

 Close relationship has a significant impact on children’s development and music can 

support this intimate relationship. Studies have found that babies listen calm to a lullaby 

for twice as long as baby talk or adult speech! When caregivers or parents sing lullabies 

and enhance their pitch, tone and lyrics to soothe and relax the baby, they will also feel 

sense of security and care (Adjepong, 2020). 

 



 

 
  

Awka Journal of Research in Music and the Arts (AJRMA) Vol. 16, September 2023 

125 

 Develops Fine and Gross Motor Control 

 Making music, especially through tapping or clapping and movement, can help 

enhance fine and gross motor skills! Simple songs combined with play can help boost the 

brain and body coordination. All of these activities help build important connections in 

the brain this essential time of development (Adjepong, 2020). It has been emphasized 

that the child who is not sufficiently exposed to music in the elementary years may never 

realize his/her full potential (Onyiuke, 2001), 

 It makes them happy 

 Live music is exciting for us adults, but it is even more exciting for the little ones! 

Live music is known for creating delight and excitement in those experiencing it, lifting 

our mood and protecting us from sadness and illness. Performing lovely music and dances 

are ways for children to discover the possibilities of laughing and joking, and to 

experience positive emotions like delight, joy and affection (Adjepong, 2020; Okafor, 

2005). 

 

Methodology  

Research Design 

The study adopted a descriptive research design. A descriptive research design is 

structured, has investigative questions and part of formal studies.  

Area and Population of the Study 

The population of the study comprised of primary school teachers in Ondo West Local 

Government Area of Ondo State. A sample of 100 respondents which comprises of the 

primary school teachers were randomly selected for the study. 

  

Sampling and Sampling Techniques 

Random sampling method was adopted using 50 respondents (teachers) from each of five 

selected nursery and primary schools to represent the entire population of teachers and 

pupils in the local government.  

 

Research Instrument 

The research instrument for this study was questionnaire. A set of questionnaire was 

designed and administered to the teachers. Oral interview (asking them to recite some 

common rhymes) was conducted for pupils. The teachers’ questionnaire consists of 

twenty (20) items, the questionnaire for the teachers is closed ended type. 

  

The teachers’ questionnaire was divided into two sections, A and B, while section A deals 

with the general information about the teacher like sex, name of school, years of 

experience and qualification while section B deals with the research questions stated in 

chapter one. The questionnaire is based on the objective of this research which is to find 

out the effect of nursery rhymes. 

 

Validation of Instrument 

The questionnaire and interview guide were given both face and content validity by the 

supervisor and experts in the Department of Music. The validity was made before final 

documents were produced and used to collect information and data used in this study. 



 

 
  

Awka Journal of Research in Music and the Arts (AJRMA) Vol. 16, September 2023 

126 

Administration of Research Instrument 

The questionnaire was personally administered to the teachers by the researcher with 

the help of the head teachers in each of the primary schools selected for the study. The 

pupils through the interview guide recited some common nursery rhymes with the help 

of their class teachers. By doing this the researcher was able to get the individual 

response.    

 

Data Analysis 

The data collected were analyzed using simple percentage. This section presents the 

analysis of data collected. It presents answers to the research questions raised in this 

write-up. Analysis of findings and discussion were generated based on answers to the 

research questions 

Research Question One:  What are the effects of music in preprimary schools?  

Table 1 : The effects of music in preprimary schools 

S/N ITEM SA A SD D 

1 Nursery songs are for children only 68 

68% 

20 

20% 

8 

8% 

4 

4% 

2 Nursery rhymes can affect the pupils in 

other subjects 

56 

56% 

8 

8% 

36 

36% 

- 

3 Singing helps children to stay engaged in 

schools 

60 

60% 

3 

3% 

28 

28% 

12 

12% 

4 Kids who sing songs are equipped to become 

better readers 

44 

44% 

52 

52% 

4 

4% 

- 

5 Nursery songs help the children to easily 

learn and memorize 

32 

32% 

32 

32% 

28 

28% 

8 

8% 

6 Music impacts knowledge to the children’s 

life 

42 

42% 

12 

12% 

18 

18% 

28 

28% 

7 Singing and rhymes are full of fun 24 

24% 

21 

21% 

15 

15% 

40 

40% 

 

The data presented in table 1 above, showed that 68% of the total respondents strongly 

agreed that Nursery songs are for children only, 20% of the respondents agreed and 8% 

of the respondents disagreed and 4% strongly disagree on the consent that Nursery 

songs are mainly for the children. 

 

In item 2, 56% of the respondents supported that Nursery rhymes can affect the pupils 

in other subjects, 8% agreed, while 36% of the total respondent strongly disagreed that 

Nursery rhymes can affect the pupils in other subjects 

In item 3, 60% of the respondents strongly agreed that singing helps children to stay 

engaged in schools while 3% agreed, 28% disagreed and 12% strongly disagreed on the 

concept.         

 

In item 4, 44% of the total respondents strongly agreed that Kids who sing songs are 

equipped to become better readers, while 52% agreed and 4% disagreed on the concept.         



 

 
  

Awka Journal of Research in Music and the Arts (AJRMA) Vol. 16, September 2023 

127 

In item 5, 32% of the total respondents supported that Nursery songs helps children to 

easily learn and memorize, while 32% agreed to the student’s improvement in reading 

skills while 28% strongly disagreed, and 8% of the total respondent disagreed on the 

idea.  

In item 6, 42% of the total respondents strongly agreed that Music impacts knowledge 

to the children’s life, while 12% agreed, 18% disagreed and 28% of the student response 

strongly disagreed on the statement.         

In item 7, 24% of the total respondents supported that singing and rhymes are full of 

fun, 21% agreed while 15% strongly disagreed, and 40% disagreed respectively.  

Research Question Two: How can singing develop children’s language and communication 

skills? 

Table 2: Impact of singing on children’s language and communication skills 

S/N ITEM SA A S D D 

1 Nursery rhymes are important for language 

acquisition 

48 

48% 

16 

16% 

36 

36% 

4 

4% 

2 Songs provide the opportunity for children 

to value language and become confident 

learners  

4 

4% 

36 

36% 

12 

12% 

48 

48% 

3 Mother’s tongue helps in singing of nursery 

songs 

48 

48% 

4 

4% 

36 

36% 

12 

12% 

4 Singing develops children’s non-verbal 

communication skills 

4 

4% 

48 

48% 

36 

36% 

16 

16% 

5 Nursery songs give good information about 

music to the children 

4 

4% 

16 

16% 

36 

36% 

48 

48% 

6  Songs help the children to understand how 

words are formed 

24 

24% 

21 

21% 

15 

15% 

40 

40% 

7 Songs create a close relationship between 

adults and children 

50 

50% 

13 

13% 

17 

17% 

20 

20% 

 

From the table two above 

In item 1, 48% of the total respondents supported the concept that Nursery rhymes are 

important for language acquisition, 8% agreed, while 36% strongly disagreed and 4% 

disagreed on the statement. 

In item 2, 4% respondents strongly agreed that Songs provide the opportunity for 

children to value language and become confident learners, 36% agreed, but 12% strongly 

disagreed and 48% disagree with the assertion respectively.  

In item 3, 48% of the total respondents strongly agreed that the mother’s tongue helps 

in singing of nursery songs, 4% agreed, 36% strongly disagreed and 12% respondent 

disagreed on the concept.  

In item 4, 4% respondents strongly agreed that singing develop children non-verbal 

communication skills, 48% agreed, 36% strongly disagreed while 16%   of the total 

disagreed on the statement. 



 

 
  

Awka Journal of Research in Music and the Arts (AJRMA) Vol. 16, September 2023 

128 

In item 5, 4% respondents strongly agreed that Nursery songs gives good information 

about music to the children, 16% agreed, 36% strongly disagreed and 48% of the total 

respondent disagreed on the idea.  

In item 6, 24% of the total respondents strongly agreed that Songs helps the children 

understand how words are formed, while 21% agreed, 15% disagreed and 40% of the 

student response strongly disagreed.         

In item 7, 50% of the total respondents supported the idea that Songs create a close 

relationship between adult and children, 13% agreed while 17% strongly disagreed, and 

20% disagreed on the concept respectively.  

Research Question Three: How did nursery songs increase the vocabulary of the 

children? 

S/N ITEM SA A S D D 

1 Singing of different songs improve the 

children vocabularies 

48 

48% 

16 

16% 

36 

36% 

4 

4% 

2 Songs helps children to learn new words 44 

44% 

3 

3% 

24 

24% 

27 

27% 

3 Nursery songs expand children’s imagination 44 

44% 

52 

52% 

4 

4% 

- 

4  Singing teaches children how to read and 

write 

64 

64% 

- 32 

32% 

4 

4% 

5 Repetition of rhymes and stories are good 

for the brain to memorize a given lesson 

32 

32% 

32 

32% 

28 

28% 

8 

8% 

6 Singing has positive effects on the children 

to memorize 

42 

42% 

12 

12% 

18 

18% 

28 

28% 

 

From the above table in item 1, it was revealed that 48% of the respondents strongly 

agreed that singing of different songs improve the children vocabularies, while 16% 

agreed, and 36% strongly disagreed also 4% of the total respondent disagreed on the 

statement. 

In item 2, 44% of the total respondents strongly agreed that songs help children to learn 

new words, 3% agreed, 24% strongly disagreed. While 27% disagree on the notion. 

In item 3, 44% of the total respondent strongly agreed that Nursery songs expand 

children’s imagination, 52% agreed to that while 4% strongly disagreed on the statement.   

In item 4, 44% of the total respondents strongly agreed that singing teach children how 

to read and write, 52% agreed, 4% of the total respondent strongly disagreed on the 

statement. 

In item 5, 32% respondents strongly agreed that Repetition of rhymes and stories are 

good for the brain to memorize a given lesson, 32% agreed, 12% strongly disagreed while 

4% disagree. 

In item 6, 24% of the respondents strongly agreed that singing has positive effects on 

the children to memorize, 21% agreed, 15% disagreed and 40% of the total respondents 

strongly disagreed on the concept.         

 

 

 



 

 
  

Awka Journal of Research in Music and the Arts (AJRMA) Vol. 16, September 2023 

129 

Findings 

Findings of the study revealed that nursery songs are good for children; nursery rhymes 

can affect the pupils in other subjects, singing helps children stay engaged in school; kids 

who sing songs are equipped to become better readers, and nursery songs help children 

to easily learn and memorize. Adjepong (2020) corroborates this concept when he 

explicates those children can easily and quickly mimic music and sound they hear as an 

additional way to understand and make sense of the world around them. Music however, 

impacts knowledge into the children’s life, singing and rhymes are full of fun and improve 

the reading skills of children. 

 

In addition, the ways with which nursery songs increase the vocabulary of the children 

make songs and nursery rhymes to be imperative and vital for language acquisition. Songs 

provide the opportunity for children to value language and become confident learners. 

Besides, mother’s tongue helps in singing of nursery songs, and singing develops children 

nonverbal communication skills. It was equally discovered that nursery songs give good 

information about music to the children; songs help the children understand how words 

are formed. 

 

The study similarly showed the effects of nursery songs in developing the life of 

children. It revealed that singing of different songs improves the children vocabularies, 

songs help children to learn new words, nursery songs expand children’s imagination, 

singing teaches children how to read and write, repetition of rhymes and stories are good 

for the brain to memorize a given lesson, singing has positive effects on the children to 

memorize and so on.  Nursery songs develop auditory skills and speech development in 

children. It was also revealed that, music and nursery rhymes help children to learn, 

singing helps children to learn different beats and rhymes, nursery songs help children 

to differentiate between good and bad habits, nursery songs develop literacy skills of 

the children, repetition of nursery songs improve spelling skills, love for music and 

nursery rhymes opens the door for creativity. 

 

The study discovered that, nursery songs are for children only, nursery rhymes can 

affect the pupils in other subjects, singing helps children to stay engaged in school, kids 

who sing songs are equipped to become better readers, and nursery songs help children 

to easily learn and memorize. Music also impacts useful knowledge to the children’s life, 

singing and rhymes are full of fun and thereby improve the reading skills of children. 

Nursery rhymes are important for language acquisition, songs provide the opportunity 

for children to value language and become confident learners while mother’s tongue helps 

in singing of nursery songs for better comprehension. Equally, singing develops children 

non-verbal communication skills, helps children to understand how words are formed, 

improves their vocabularies; assist them to learn new words as well as expanding their 

imagination. Singing teaches children how to read and write, repetition of rhymes and 

songs are good for the brain to remember a given lesson, music has positive effects on 

the children to learn by heart and to learn different beats. In addition, music assist 

pupils to differentiate between good and bad habits through its lyrics, develop literacy 



 

 
  

Awka Journal of Research in Music and the Arts (AJRMA) Vol. 16, September 2023 

130 

skills of the children, and improve spelling skills. Generally, love for music opens the door 

for creativity. 

 

Conclusion 

This systematic review found that using music in the education of 3–12-year-olds can 

have a positive effect on their emotional development. It was discovered that it can 

contribute to the development of pupil’s emotional intelligence, especially with regards 

to emotional perception, expression, and regulation. The students that took part in 

activities using music were more capable of recognizing and expressing their emotions 

and regulating their emotional states, such as aggression or anger. Secondly, we found 

that music is capable of providing educational, formative, and socio-emotional benefits. 

In this regard its emotional impact can improve aspects such as deductive reasoning, 

creativity, graphic representation, reading, spelling, education in values, or practical 

instrumental skills. It can also boost attitudes such as sympathy, empathy, and other 

pro-social skills, and reduce anxiety, depression, and defiant attitudes. It is therefore 

recommended that music be incorporated into the different curricular levels, educational 

contexts, and areas of knowledge. Likewise, the establishment of educational policies 

aimed at guaranteeing universal access to musical training is suggested, as well as an 

increase in the presence and recognition of this discipline in formal educational contexts. 

 

Recommendations 

Based on the findings of this research, the following recommendations were suggested 

1. Each group of children learning in an early childhood education and care programme 

should be assigned to a well-trained and qualified music teacher. 

2. Teacher education programs should require mastery of information on the pedagogy 

of teaching preschool-aged children, including: knowledge of teaching and learning and 

child development as well as how to integrate them into practice. 

3. Music as a core subject should be appropriately included into the curriculum of Pre- 

Primary and Primary school level.   

4 Adequate and relevant musical equipment should be provided for suitable learning 

process in the Pre- Primary and Primary school level.   

  



 

 
  

Awka Journal of Research in Music and the Arts (AJRMA) Vol. 16, September 2023 

131 

References 

Adedeji, A. (2010). Yoruba Culture & its Influence on the Development of Modern Popular 

Music in Nigeria (Doctoral dissertation, The University of Sheffield). 

Adjepong, B. (2020). The Value and Importance of Music to Children’s Growth and 

Development. IOSR Journal of Humanities and Social Science, 25(4), 1-9. 

Amuah, I. R., & Adum-Attah, K. (2016). Music and dance for basic school teachers. Cape 

Coast: College of Distance Education, University of Cape Coast. 

Amuah, R. I., Adum-Attah, K., & Arthur, K. (2011). Music and dance for colleges of  

 education: 

Principles and practice. Cape Coast: Kramad Publication Ltd. 

Badly, F. (2010). Theories of social capital: Researchers behaving badly. Pluto press. 

Chukwuma, L. & Onwuekwu, J. (2021). On the Concept of Music. In Aesthetics (pp. 192- 

 195). Routledge. 

Derrington, C. (2005). Perceptions of behaviour and patterns of exclusion: Gypsy  

Traveller students in English secondary schools. Journal of Research in Special 

Educational Needs, 5(2), 55-61. 

Eeralo, A. & Eeralo, B. (2014). Developmentally appropriate strategies of teaching music  

 In selected primary schools in Ashanti region of Ghana (Doctoral dissertation). 

Essa, I. (2003). Graphcut textures: Image and video synthesis using graph cuts. Acm 

 Transactions on graphics (tog), 22(3), 277-286. 

Faseun, F  (2001). Public Perception of Music as a School Subject in Contemporary  

 Nigerian Schools‟ in African Art Music in Nigeria. 

Ibadan: Starling-Horden Publishers (Nig.) Ltd., pp. 83-93. 

Federal Republic of Nigeria (2004). National Policy on Education. Abuja: NERDC Press. 

Fonseca-Mora, C. (2000). Melodies that help: The relation between language aptitude and 

musical intelligence. International Journal of English Studies, 22(1), 101-118. 

Gillon, G. T. (2004). Facilitating phoneme awareness development in 3-and 4-year-old  

 children with speech impairment. 

Herrera, L., Al-Lal, M., & Mohamed, L. (2020). Academic achievement, self-concept,  

personality and emotional intelligence in primary education. Analysis by gender and 

cultural group. Frontiers in psychology, 10, 3075. 

Lawali, Y. K. (2008). The challenges of making early childhood education accessible to 

all. Journal of childhood and Primary Education, 4(1), 129-135. 

MENC (2000). A history of music education advocacy. Music Educators Journal, 89(1),  

 44-48. 

Odigie, N.P. (2012). Perception of Children‟s Reading with Literature and Audio Visual 

Materials in the Public Library. Information Impact: Journal of Information and 

Knowledge Management, 11(4), 48-58. 

Ogunrinade, D.O.A (2016) Contemporary Nigerian Popular Music: A Menace to National  

Development. Journal of Arts and Humanities,  Vol. 5 No. 1  

  https://www.theartsjournal. org/index.php/site/article/view/865/441 

Ogunrinade, D.O.A, Babarinde, B. J. and Owolabi, I. O. (2020) “Assessment of   

Contemporary Music on Academic Achievement of Students in Adeyemi College 

of Education, Ondo”  African Musicology Online  10 (1)  42-65, 

 

https://www.theartsjournal.org/


 

 
  

Awka Journal of Research in Music and the Arts (AJRMA) Vol. 16, September 2023 

132 

Ogunrinade, D.O.A, Owolabi, I. O. and Shosanya, B. O. (2020) “Application of  

Information and Communication Technology (ICT) in Music as a Subject in Ondo 

Secondary Schools of Ondo State, Nigeria” African Musicology Online 10 (2) . 

27-50, 

Okafor, R .C (2005) Music in Nigerian Society Enug:. New Generation Book 

Onyiuke, Y. S. (2001). Music as a Source of Aesthetic Education. Journal of Arts and  

 Humanities, 2, 45-56. 

Peters, M. (2010). From Strange to Impossible: Interactive Attractor Music.  

 Contemporary Music Review, 29(4), 395-404. 

Welch, B., Corina, D.P. & Williams, K.E. (2011). The effect of music intervention on 

kindergarten phonological awareness skills. 

Wigram, T. & Baker, F. (2005). Songwriting: Methods, techniques and clinical applications  

 For music therapy clinicians, educators and students. Jessica Kingsley Publishers. 

 

 

 

 

 


