The Effect of Nature-Themed English Songs on Humanistic Values Development in Early Childhood Education
DOI:
https://doi.org/10.37680/scaffolding.v8i1.8687Keywords:
Childhood Education , Humanistic Values, Nature-Themed English SongsAbstract
The quasi-experimental study examined the effectiveness of nature-themed English songs in developing humanistic values among children in Early Childhood Education (PAUD). The population consisted of children aged 4–5 years, a critical stage for social, emotional, and character development. The research was conducted at Chatya Manis PAUD, and a non-probability sampling method was used. Two existing PAUD classes were deliberately selected because they were comparable in age, gender distribution, and baseline humanistic values. One class served as the experimental group, while the other functioned as the control group. Statistical analyses confirmed that no significant differences existed between the groups at the pretest stage, ensuring a valid comparison. The sample comprised 60 children aged 4–5 years (M = 4.6, SD = 0.52), evenly divided into two groups of 30 children, with a balanced gender composition. The experimental group participated in an eight-week intervention, whereas the control group continued with the standard PAUD curriculum. Data were analyzed with independent t-tests and hierarchical linear regression. Results show that the experimental group demonstrated a statistically significant and substantially greater improvement in humanistic values (M=4.25, SD=0.38) compared to the control group (M=3.45, SD=0.42), t(58)=7.84, p<.001, with a very large effect size (Cohen's d=1.99). Hierarchical regression confirmed the song intervention was a strong and unique predictor (β=0.74, p<.001), explaining 54% of the variance (ΔR²=0.54) in outcomes after controlling for age and gender. In conclusion, nature-themed English songs are a highly effective, evidence-based pedagogical tool for promoting humanistic character development in PAUD. The study recommends the systematic integration of such musical activities into early childhood curricula to cultivate empathy, environmental appreciation, and curiosity.
References
Acharibasam, J. B., & McVittie, J. (2022). Connecting Children to Nature Through the Integration of Indigenous Ecological Knowledge Into Early Childhood Environmental Education. Australian Journal of Environmental Education, 39(3), 1–13. https://doi.org/10.1017/aee.2022.37
Aguileta, Ane López de, Crespo-López,Alba, y Aguileta, Garazi López de. (2025). Literature Review on Music, Socialwork and Respect for Diversity. Social Sciences 14: 101. https://doi.org/10.3390/ socsci14020101
Ali, A. A. (2020). Using English Songs to Improve Young Learners` Listening Comprehension. International Journal of English Literature and Social Sciences, 5(4), 949–959.
Amirrudin, M., Nasution, K., & Supahar. (2021). Effect of variability on Cronbach's Alpha reliability in research practice. Jurnal Matematika, Statistik & Komputasi, 17(2), 223–230. https://doi.org/10.20956/jmsk.v17i2.11655
Andayani, E. S. (2022). Implementation of the use of Song as a Method of Learning English for Children. Journal of Education and Development, 10(1), 289–293.
Baskaran, M., Sekar, U., & Kokilavani, N. (2023). Quasi-experimental Study to Assess the Effectiveness of A Mental Health Programme on Promoting Mental Health Characteristics Among Adolescents in Coimbatore, India. Clinical Epidemiology and Global Health, 20(December 2022), 1–6.
Beck, K. (2020). Ensuring Content Validity of Psychological and Educational Tests – the Role of Experts. Frontline Learning Research, 8(6), 1–37.
Biassoni, F., Gandola, M., & Gnerre, M. (2023). Grounding the Restorative Effect of The Environment In Tertiary Qualities : An Integration of Embodied and Phenomenological Perspectives. Journal of Intelligence, 11(11), 1–15.
Capili, B., & Anastasi, J. K. (2025). An Introduction to the Quasi-Experimental Design (Nonrandomized Design). HHS Public Access, 124(11), 50–52. https://doi.org/10.1097/01.NAJ.0001081740.74815.20.An
Castro-Alonso, J. C., Ayres, P., Zhang, S., Koning, B. B. de, & Paas, F. (2024). Research Avenues Supporting Embodied Cognition in Learning and Instruction. Educational Psychology Review, 36(10), 1–31.
Chawla, L. (2020). Childhood Nature Connection and Constructive Hope : A Review of Research on Connecting with Nature and Coping with Environmental Loss. People and Nature, 2(3), 619–642. https://doi.org/10.1002/pan3.10128
Chen, S., Sermeno, R., Hodge, K. N., Murphy, S., Agenbroad, A., Schweitzer, A., Tsao, L. L., & Roe, A. J. (2024). Young Children’s Self-Regulated Learning Benefited from A Metacognition-Driven Science Education Intervention for Early Childhood Teachers. Education Sciences, 14(1), 1–23.
Christiner, M., & Groß, C. (2025). Parallels Between Second Language Mastery and Musical Proficiency : Individual Differences in Auditory Phonological Pattern Recognition. Languages, 10(11), 1–19.
Craig, D., Trina, N. A., Monsur, M., Haque, U. T., Farrow, G., Hasan, M. Z., Tasnim, F., & Akinbobola, M. S. (2024). Effective Nature-Based Outdoor Play and Learning Environments for Below-3 Children : A Literature-Based Summary. International Journal of Environmental Research and Public Health Review, 21, 1–22.
Deng, H., Ismail, M. A., & Sulaiman, R. (2025). Exploring the Impact of Biophilic Design Interventions on Children’s Engagement with Natural Elements. Sustainability, 17(7), 1–24.
Denston, A., Martin, R., Fickel, L., & Toole, V. O. (2022). Teachers ’ Perspectives of Social-Emotional Learning : Informing the Development of A Linguistically and Culturally Responsive Framework for Social-Emotional Wellbeing in Aotearoa New Zealand. Teaching and Teacher Education, 117(4), 1–9.
Dussault, M., & Thompson, R. B. (2024). Fundamental Themes in Social–Emotional Learning : A Theoretical Framework for Inclusivity. International Journal of Environmental Research and Public Health Review, 14(3), 1–21.
Fidzikri, F. T., Salsabilla, S., Nandini, N. P., & Susilawati. (2024). How and What Effect English Songs Have on Preschool Students. Journal of English Education, 4(1), 64–71.
Franek, M., & Petružálek, J. (2024). Audio-visual Interactions Between Music and the Natural Environment : Self-Reported Assessments and Measures of Facial Expressions. Music & Science, 7(1), 1–18. https://doi.org/10.1177/20592043241291757
Geest, J. Van, Samaritter, R., & Hooren, S. Van. (2021). Move and be Moved : The Effect of moving Specific Movement Elements on the Experience of Happiness. Frontiers in Psychology, 11(January), 1–13. https://doi.org/10.3389/fpsyg.2020.579518
Ho, W. C. (2025). Harmonizing Love Virtues in Music Education in Mainland China. Education Sciences, 15(4), 1–24.
Koo, M., & Yang, S. (2025). Likert-Type Scale. Encyclopedia, 5(18), 1–11.
Kostilainen, K., Fontell, N., Mikkola, K., Pakarinen, S., Virtala, P., Huotilainen, M., Fellman, V., & Partanen, E. (2024). Music and Reading Activities in Early Childhood are Associated with Improved Language Development in Preterm Infants at 2 – 3 years of age. Frontiers in Psychology, 15(September), 1–9. https://doi.org/10.3389/fpsyg.2024.1394346
Lai, M. K., Fjortoft, H., & Li, M. (2025). Improving how Teachers Discuss Data for Data-Based Decision-Making. Teaching and Teacher Education, 155(1), 1–16.
Liang, C., Zhi, J., Su, C., Xue, W., Liu, Z., & Ye, H. (2025). A Study on the Effects of Embodied and Cognitive Interventions on Adolescents’ Flow Experience and Cognitive Patterns. Behavioral Sciences, 15(6), 1–19.
Lin, Y., Kadir, M. A. A., & Kaur, D. (2025). Preschool Educators ’ Perceptions of Values Education. Education Sciences, 15(2), 1–17.
Liu, H., Hsu, D., Han, H., Wang, I., Chen, N., Han, C., Wu, S., Chen, H., & Huang, D. (2022). Effectiveness of Interdisciplinary Teaching on Creativity : A Quasi-Experimental Study. International Journal of Environmental Research and Public Health Article, 19(September), 1–9.
Liu, Z., Zuo, H., Zhao, Y., & Lu, Y. (2025). The Efect of Embodied Learning On Students ’ Learning Performance : A Meta-Analysis. Frontiers in Psychology, 16(August), 1–17. https://doi.org/10.3389/fpsyg.2025.1658797
Malik, M. S., Maslahah, M., A. Z., Nikmah, L., & Hashinuddin, A. (2025). Vygotsky’s Theory of the Development of Social and Cognitive Skills of the Alpha Generation. Fashluna, 6(1), 28–39.
Martínez, M. del V. de M., & Syroyid, B. S. (2021).Music as a Tool for Promoting Environmental Awareness. Experiences of Undergraduate Education Students on the Production of Video Tales In The Covid-19 Pandemic. Education Sciences, 11(10), 1–10.
Masuwai, A., Zulkifli, H., & Hamzah, M. I. (2024). Evaluation of Content Validity and Face Validity of the Secondary School Islamic Education Teacher Self-Assessment Instrument. Cogent Education, 11(1), 1–13. https://doi.org/10.1080/2331186X.2024.2308410
Mcnulty, J. P., & Politis, Y. (2023). Empathy, Emotional Intelligence, and Interprofessional Skills in Healthcare Education. Journal of Medical Imaging and Radiation Sciences, 54, 238–246.
Montoya-Fernández, C., Gil-Madrona, P., Losada-Puente, L., & Gómez-Barreto, I. M. (2024). Play-Based Assessment : Psychometric Properties of an Early Childhood Learning And Development Assessment Battery. Education Sciences, 14(11), 1–20.
Mugaya, T. S. (2022). Music in early childhood education : Its Importance in Child Development and Classroom Interaction. International Journal of Educational Policy Research and Review, 9(4), 97–103.
Nicholson, W. C., Sapp, M., Karas, E. M., Duva, I. M., & Grabbe, L. (2025). The Body can Balance The Score : Using A Somatic Self-Care Intervention to Support Well-Being and Promote Healing. Healthcare, 13(11), 1–31.
Pereira, A. I., & Rodrigues, H. (2025). The Influence of Teaching Songs With Text and a Neutral Syllable On 4-To-9-Year-Old Portuguese Children ’ S Vocal Performance. Education Sciences, 15(8), 1–17.
Pires, I. (2025). Listening Beyond the Source : Exploring the descriptive Language of Musical Sounds. Behavioral Sciences, 15(3), 1–38.
Rodrigues, H., Pereira, A. I., Rodrigues, P. M., Rodrigues, P. F., & Broock, A. (2025). Music and Arts in Early Childhood Education : Paths for Professional Development Towards Social and Human Development. Education Sciences, 15(8), 1–18.
Roshdy, A., Karar, A., Kork, S. Al, Beyrouthy, T., & Nait-ali, A. (2024). Advancements in EEG Emotion Recognition : Leveraging Multi-Modal Database Integration. Applied Sciences, 14(6), 1–21.
Sakti, S. A., Endraswara, S., & Rohman, A. (2024). Revitalizing Local Wisdom within Character Education Through an Ethnopedagogy Approach : A Case Study on A Preschool in Yogyakarta. Heliyon, 10(April), 1–13.
Selmani, T. A. (2024). The Influence of Music on the Development of A Child. Journal of Effective Teaching Methods, 2(1), 191–201.
Wang, L., Fang, X., Xiao, Y., Li, Y., Sun, Y., Zheng, L., & Spence, C. (2025). Applying Visual Storytelling in Food Marketing : The Effect of Graphic Storytelling on Narrative Transportation and Purchase Intention. Foods, 14(15), 1–13.
Willems, I., Verbestel, V., Calders, P., Lapauw, B.,& Creamer, M. De. (2023). Test–Retest Reliability and Internal Consistency of A Newly Developed Questionnaire to Assess Explanatory Variables Of 24-H Movement Behaviors In Adults. International Journal of Environmental Research and Public Health, 20(5), 1–14.
Winarko, B., & Budiwati, N. (2024). Humanistic Pedagogy : Approaches to Enhancing Individual Development in Modern Education. Edutec: Journal of Education and Technology, 8(1), 262–271.
Yu, X., & Xu, F. (2025). The Role of Musical Self-Concept and Embodiment in Stress and Flourishing Among Chinese University Music Students. Frontiers in Psychology, 16(July), 1–14. https://doi.org/10.3389/fpsyg.2025.1495005
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Nurul Aryanti, Pratiwi Lestari, Welly Ardiansyah
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
