Research on the Current Situation of Incorporating Folk Songs into Kindergarten Education Activities from the Perspective of Intangible Cultural Heritage Transmission

Abstract

Children’s rhymes, as a kind of folk language culture that accompanies children’s growth, carry rich regional cultural connotations and play a crucial role in early education as an important form of enlightenment. With their concise and elegant sentence structures and unique rhymes, they are like lively musical notes flowing in children’s innocent hearts, thus being hailed as “the songs flowing in children’s hearts” ^[1]. Due to their unique artistic value, children’s rhymes have been included in the category of intangible cultural heritage. The organic combination of intangible cultural dialects, folk wisdom, and children’s rhymes education has injected new vitality into the dynamic inheritance of culture and has become a vivid practice of the current educational model of teaching children through entertainment. Through humorous and lively content and diverse interactive forms, children’s rhymes not only cultivate children’s aesthetic ability and musical literacy but also enhance their language ability and strengthen their sense of belonging to local culture in an imperceptible way. However, with the acceleration of urbanization and the wide spread of Mandarin, intangible cultural dialect children’s rhymes are facing a severe crisis of decline. Based on this real situation, from the perspective of protection and inheritance, this paper deeply studies the current situation of intangible cultural dialect children’s rhymes in kindergarten education activities, explores innovative paths, and aims to provide new ideas and methods for maintaining their cultural vitality.