Through analysis of the language, this study aimed to investigate the current practice of using songs in public library storytimes. Language interactions in 68 storytime programs involving 652 child participants were observed and transcribed. Then, textual analysis was conducted to examine the language of singing songs, focusing on how language used in singing songs differs from spoken language in storytime programs. Specifically, the study compared sentence and grammar structure between singing and non-singing language and explored how topics and themes covered in singing language compare with those of spoken language. In addition, the study examined singing accompanied by use of props and movements. The findings of this study indicate that the language of singing in storytime programs is rich; thereby, signaling the power of singing with young children as means to advance language development. Practical implications and strategies for maximizing integration of singing in storytimes and other informal learning activities for young children are discussed.

通过对语言的分析，本研究旨在调查当前在公共图书馆故事时间使用歌曲的做法。观察并转录了涉及 652 名儿童参与者的 68 个故事时间项目中的语言互动。然后，进行文本分析以检查歌曲的语言，重点关注歌曲中使用的语言与故事时间节目中的口语有何不同。具体而言，该研究比较了歌唱和非歌唱语言之间的句子和语法结构，并探讨了歌唱语言涵盖的主题和主题与口语相比如何。此外，该研究还检查了伴随使用道具和动作的歌唱。这项研究的结果表明，故事时间节目中的歌唱语言是丰富的；从而，表明与幼儿一起唱歌的力量是促进语言发展的手段。讨论了在故事时间和其他非正式学习活动中最大限度地将歌唱融入幼儿的实际意义和策略。