Role of Animated vs Oral Mother Goose Songs in Language Acquisition of Pre-School Kids

Abstract

The study is an attempt to explore the difference between the impact of oral mother goose songs (OMGS) and animated mother goose songs (AMGS) in language acquisition of pre-school kids. Two focus groups of fifteen mothers of pre-school kids in each are formed. Mothers of the focus group (oral) were advised to sing OMGS for their kids and mothers of the focus group (animated) were asked to show AMGS to their kids. The study concludes that role of OMGS is negative and AMGS is positive in terms of creating phonological awareness. OMGS and AMGS can both play a positive role in enriching the vocabulary of pre-school kids if screen time is limited, and parental monitoring is ensured. However, the role of OMGS is positive, and AMGS is negative in enhancing the speaking skills of pre-school kids.