The Status Of Children's Song At Kindergarten In Shanghai

The study was to survey the current status of children's song pedagogy at kindergartens in Shanghai, to analyze the possible difference of teaching in different classes or grades, and to provide reasonable suggestions for nursery teachers, parents, and future investigators based on the survey results.The investigation was carried out by questionnaire survey on randomly sampled kindergartens teachers in lowest, low, middle, and highest grades classes in 73 kindergartens. Based on the previous studies and reports, a questionnaire was made and distributed to 276 teachers, of which 216 questionnaires were returned (78% of the total), and 178 questionnaires are valid (67% of the total). Through analysis on the description and survey data by One-way ANOVA and Scheffe method.The conclusions were drew as follows:1. In the aspect of language of children' songs, mandarin songs were the primary teaching content in general, and English and other dialect songs were rarely used. In exemplified and 3^rd grade kindergartens, more English children songs were taught than in 2^nd grade kindergartens. There was no significant difference between class grades.2. In the aspect of types of children' songs, game songs were more often used than number songs, joking songs, and connections songs because teachers believed most children prefer to game songs. In the lowest grades classes, teachers used more lullaby than teachers in higher grades. In highest grades classes, riddle songs, joking songs, and tongue twister songs were used more often than the lower grade classes.3. In the aspect of characteristics of children' songs, kindergartens teachers most often chosed medium speed children songs with 2/4 or 4/4 times which were believed to be suitable for the children. However, few kindergartens teachers considered the strength of children songs. The 1^st and 3^rd grade kindergartens showed better teaching results on 4/4 and 3/4 times children songs. In regard to classes' grade, highest class showed better teaching results.4. In the aspect of pedagogy of children songs, teachers most often used singing and acting, and chorus singing. Teachers believed that children love to sing and act at the same time with the accompaniment of percussion instruments, however, which had not been widely used in nurseries. And in this aspect, the statistical analysis results showed that 3^rd grade kindergartens were better than exemplified kindergartens than 1^st grade kindergartens than 2nd grade kindergartens. And Highest classes were better than low and lowest classes.5. In the aspect of the content of children songs, teachers emphasized the importance of language, but neglected the importance of characteristics of children songs. There was no significant difference between types of kindergartens and grades of classes.6. In the aspect of textbooks and teaching resources, teachers most often used the standard textbooks but seldom used their own teaching materials. Piano was the primary teaching instrument. And 3^rd and 1^st grades kindergartens used more of their own teaching materials and percussion instruments than the 2^nd kindergartens did.Suggestions were provided to teachers, parents and future investigators based on the investigation results.