Singing games and the development of oral language in childhood: an integrative literature review
DOI:
https://doi.org/10.69849/9apzxm84Keywords:
Singing games, Oral language, Early childhood education, Music education, Child developmentAbstract
The present study aims to analyze the contributions of singing games to the development of oral language in childhood through an integrative literature review. Oral language constitutes an essential tool for social interaction and knowledge construction and is strongly influenced by playful pedagogical practices. In this context, singing games, by integrating music, rhythm, movement, and social interaction, are presented as meaningful strategies in the teaching and learning process in early childhood education. The methodology adopted consisted of an integrative literature review conducted in national and international databases, with the selection of studies published between 2009 and 2025 that addressed the relationship between musicality, singing games, and the development of oral language. The results were organized into three thematic categories: oral language development, associated cognitive processes, and social interaction and communication. The findings show that musical activities favor vocabulary expansion, phonological awareness, memory, attention, and auditory processing, in addition to promoting social interaction and cooperation among children. It is concluded that singing games constitute relevant pedagogical resources for the development of oral language, although there is still a shortage of specific studies on this topic, indicating the need for further research in the area.
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Copyright (c) 2026 Bárbara Sanchotene Torres, Thaís de La Veiga da Silveira Fuques, Aliane Cristini Ferreira da Silveira, Laleska Caçapietra Goulart, Vivian Correa Mombaque, Elizandra dos Santos Pereira, Adriana Mazui Salles, Elda Elionai de Almeida Soares, Mara Regina Souto Jacques, Elisa Guerra Machado (Autor)
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