Token Reinforcement to Increase Singing Participation in Nursery School Children

In a New England nursery school, teachers had noted the problem of waning, almost nonexistent participation by their children at group singing time. Of twenty-two nursery school children, only one participated in group singing. The teachers sought a method of improving choral singing, especially after hearing and accepting the psychologist’s comments regarding the possible benefits which may accrue to youngsters in this multisensory, social, linguistic art form. The more obvious attempts at improvement, such as new songs, records, and improved piano accompaniment seemed to have had no effect.