In any culture, music contributes to the quality of children’s early life experiences.

Founding the first kindergartens in the nineteenth century the United States adopted the theories, philosophies and methods of their German inventor, Froebel. Children’s songs were an important instructional medium so Froebelian song materials were translated for America’s teachers.

With the child-study movement in the early twentieth century many researchers also studied children’s rhythmic and vocal development, again influencing publications about children’s music. For example, early childhood songs in text were notated in the keys in which children can sing more comfortably.

However, children’s music in educational settings seems to be losing emphasis since the mid-twentieth century One reason is educational trends that focus more on math and science. Still, in early childhood education settings, such as preschool, music exists in a unique way. Children’s musical experiences there include singing, moving to music, listening to music and playing or creating music with musical instruments. These activities tend to be limited by classroom teachers who are not necessarily musicians.

Regardless of educational or social trends, children’s song remains important.

American folk or traditional tunes such as “Twinkle Twinkle, Little Star” or “Old MacDonald” are children’s popular songs, transmitted by word of mouth. There is also a wide variety of recorded lullabies and play songs, including songs from many cultures.

Popular music such as rock, jazz, New Age and pop also form part of children’s music.

Many authors include tunes in children’s books so children can sing through the words.

Some musicians also have created songs for movement and rhythmic games.

Mass media is also an influential factor in children’s music. Television programs for children, such as Sesame Street and Barney, are very popular among American children and they learn many songs from such programs.