Authors : Ramon S. Escabusa; Alice D. Salbupera; Relyn B. Monsanto; Judith M. Cinco; Jackielyn B. Sernicula; Danica V. Hassan; Jessie S. Acosta

Volume/Issue : Volume 10 - 2025, Issue 4 - April

Google Scholar : https://tinyurl.com/3vkm5ce2

Scribd : https://tinyurl.com/2s958mzs

DOI : https://doi.org/10.38124/ijisrt/25apr1385

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Abstract : This study investigates the impact of nursery rhyme exposure on the emotional regulation of early childhood learners. Recognizing early childhood as a foundational period for emotional and cognitive development, the research explores how nursery rhymes' rhythmic and repetitive nature can aid children in managing emotions and navigating social situations. Utilizing a quantitative, descriptive-correlational design, data were collected from 100 preschool teachers across various educational settings in Valencia City through structured surveys. Results indicate that nursery rhymes are regularly incorporated into classroom activities and are perceived as highly effective in enhancing classroom engagement, language acquisition, and emotional development. Emotional regulation indicators, such as improved patience, verbal expression of emotions, and empathy, were consistently rated as "Mostly True" or "True" by respondents. Statistical analysis revealed a strong positive correlation (r = 0.800, p < 0.01) between nursery rhyme exposure and emotional regulation, underscoring nursery rhymes' significant role in fostering emotional intelligence and social skills. The findings align with existing literature, highlighting the multifaceted benefits of nursery rhymes in early childhood education. The study recommends integrating nursery rhymes into curricula, promoting parental involvement, and encouraging diverse, culturally relevant selections to maximize developmental outcomes. Overall, nursery rhymes are affirmed as powerful educational tools that contribute to cognitive and linguistic growth and the emotional resilience and well-being of young learners.

Keywords : Nursery Rhyme, Emotional Regulation, Early Childhood Learners.

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