ABSTRACT

Singing is a musical act that uses the body as an instrument, so vocal training must reflect the body's biological characteristics. Particularly for children undergoing rapid growth and development, vocal training grounded in an understanding of their cognitive and vocal physiological characteristics is essential. However, research focusing on these characteristics is scarce in Korea, making it difficult to access relevant information or literature. Furthermore, even in elementary music classes, learning that reflects children's vocal characteristics is rarely implemented. Therefore, this study aimed to establish a theoretical foundation for researchers and educators involved in children's vocal learning. The research method and content involve investigating and analyzing various theories and research literature on children's singing, followed by organizing the resulting elements for children's singing learning. The results revealed that while children's singing instruction approaches vocalization processes similarly to adults, it must consider that singing—unlike speech—involves sustaining vocalization across a wide range with varied pitch and duration, making it a novel vocal form for children. Crucially, it was recognized that auditory activation for accurate pitch production is a core element in children's singing instruction.

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