ABSTRACT

This study aimed to compare the lyrics of teacher-selected children’s songs (TS) and Pinkfong songs (PS), a representative form of online platform content, to examine the characteristics of the language environments they provide in terms of vocabulary frequency and difficulty. The top 100 songs from each category were selected, and their lyrics were converted into text for analysis. Vocabulary frequency and difficulty indices were calculated using text-mining techniques and the graded vocabulary lists presented in the International Standard Korean Language Education Model (ISKLEM) developed by the National Institute of Korean Language. Mean levels and variance structures were then compared. Both TS and PS were primarily composed of basic-level vocabulary; however, differences were found in vocabulary composition and difficulty distribution. TS included a wider range of emotional, relational, and contextual vocabulary, resulting in a broader difficulty spectrum. In contrast, PS showed repetitive use of actionand object-centered vocabulary, with difficulty levels clustering around the mean. These findings suggest the need for educational support and strategic use of song lyrics to promote balanced music-language experiences aligned with young children’s developmental needs.

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