Rhythm, Rhyme, and Repetition: Historic Social Studies Games for Young Learners

• In Event: Social Studies Issues in Elementary and Early Childhood

Abstract

Rhythmic activities—hand clap games, fingerplays, and dramatic action chants—have long been used in American primary schools to help children learn rhythm, movement, and social skills. During formalized rhythmic games, children develop both listening and recall skills while matching physical movements with recitations. In nineteenth and early twentieth century America, rhythmic activities for young children were closely connected to disciplinary content areas like social studies. This study investigates historic rhythmic activities featuring social studies content, analyzes the foci of these activities, illuminates why teachers utilized such activities, and makes connections to rhythmic activities in contemporary early childhood classrooms. Included in the full paper is an analysis of over 200 historical rhythmic activities used for social studies instruction from 1880-1945.

Author

• Mindy Spearman, Clemson University