Effects of Nursery Rhymes Integrated with Physical Activity on Preschool Children’s Foreign Language Learning, Language Development, and Activity Levels

İngilizce (OpenAlex)

This study tests whether a movement-integrated, rhythm-based language intervention enhances preschool children’s language development, foreign language acquisition, and physical activity levels compared to standard instructional practices. Grounded in embodied cognition and developmental learning frameworks, the study examines the extent to which coordinated motor and verbal activities support early developmental processes. Methods: A randomized controlled experimental design was conducted with 190 preschool children (mean age = 4.8 ± 0.6 years). The eight-week intervention consisted of three weekly sessions integrating structured physical activities with rhythm-based linguistic input delivered through standardized instructional protocols. Teachers received prior training to ensure implementation fidelity. Data were collected using systematic observation tools assessing language engagement, developmental language indicators, and physical activity behaviors. Data were analyzed using linear mixed-effects models to account for repeated measures over time (T0, T1, T2) and classroom-level clustering. Random allocation procedures, assessor blinding, and intervention fidelity were implemented to minimize potential sources of bias. Effect sizes were reported using standardized coefficients (β), and 95% confidence intervals were calculated for all primary outcomes. Results: Children in the intervention group demonstrated significantly higher levels (p < .05) of attention, verbal engagement, task persistence, physical activity, and social interaction compared to controls. The intervention was also associated with improved vocabulary acquisition and enhanced coordination of motor actions during learning tasks. The intervention was associated with improved engagement and vocabulary outcomes in the experimental group compared to the control group, with small to moderate effect sizes observed across primary outcomes. Conclusions: Findings indicate that movement-integrated learning environments support early developmental outcomes by simultaneously enhancing language acquisition, cognitive engagement, and physical activity. These results underscore the value of embodied and multimodal learning approaches in early childhood education and suggest their potential for informing intervention design and educational practice. Highlights Movement-integrated learning increases attention, verbal engagement, and task persistence in early childhood contexts. Coupling motor activity with rhythmic linguistic input facilitates vocabulary acquisition and foreign language learning. Integrated interventions promote higher levels of physical activity alongside enhanced social interaction. Language development emerges through coordinated motor–cognitive processes consistent with embodied cognition frameworks. Multimodal learning environments support cross-domain developmental gains in early childhood.