ABSTRACT
Children’s songs are cultural material of an aesthetic nature that have been used to provide both cultural, psychological and aesthetic education. These agents of socialization have been found useful for disseminating knowledge while building positive attitudes in children. There are structures and processes embedded in this body of knowledge that were found valuable for teaching and learning. This article engages with children’s songs as material of significance beyond the playground where they would normally hold court. It interrogates their value as a tool for empowerment and socialization of children in the formal school system.
