CHILDREN'S SONGS IN CHINA: DEVELOPMENT, TEACHING, AND CULTURAL SIGNIFICANCE

Abstract

Children’s songs in China have evolved alongside the country’s cultural, educational, and political transformations, serving as both a means of musical education and a reflection of Chinese traditions. Historically, these songs were transmitted orally, reinforcing moral values, social norms, and collective memory. During the 20th century, formal compositions emerged, influenced by political ideologies, educational reforms, and artistic development. In contemporary China, children's songs incorporate diverse musical elements, blending traditional Chinese poetic structures with modern genres such as pop and folk. Advances in digital media have further facilitated their distribution, making them widely accessible and integral to early childhood education. 

The teaching of children’s songs in China extends beyond vocal training, fostering aesthetic appreciation, emotional expression, and social collaboration. Educators employ innovative methods such as storytelling, movement-based learning, and digital tools to engage students. However, challenges such as outdated pedagogical approaches and disparities in resource distribution persist, highlighting the need for continuous reform in music education. Prominent composers like Gu Jianfen have played a pivotal role in modernizing children's music, preserving elements of Chinese culture—such as traditional values, Confucian ethics, and artistic expression—while adapting to contemporary educational needs. As an essential medium of cultural transmission, children’s songs in China continue to shape national identity, reinforce Chinese ways of life and belief systems, and adapt to modern societal trends.