Author(s): : Primary Education, Musical Education, Children’s Songs
In this study, songs for primary school students have been evaluated from the point of language and expression by considering the conceptual-cognitive developmental levels of the students and the principles of contemporary children literature. The sampling of the research has been built up by 21 songs from 1st, 2nd, and 3rd grade primary school music coursebooks. In the light of the findings, it has been identified that nearly half of the songs both are suitable for the conceptual-cognitive developmental levels of the students from the point of language and expression and have a semantic universe particular to child’s world. It has been found out that 4 of the 21 examined songs do not have the above mentioned qualities and 7 of the songs do not have a semantic universe particular to child’s world although they are suitable for the conceptual-cognitive developmental levels of the students from the point of language and expression
The Journal of International Social Research received 8982 citations as per Google Scholar report
