Nursery rhymes are poetic texts full of rhymes that entertain children. They can be easily memorized due to rhymes involved, instill the sense of rhythm in children and enhance the imagination and linguistic skills of children. Nursery rhymes are a part of children’s lives: before starting a game, during the game and after the game. With the words they include, nursery rhymes enhance the conceptual world of children. Theory called linguistic field (J. Trier) or conceptual field (Clark), based on the idea that concepts are situated in a field made up of combination of various particles limiting each other, contends that concepts should be examined within a field. According to this theory, the value of each concept can be measured by means of its relation with other concepts and its content. The conceptual field is defined as “the field in which concepts close to each other or somehow related to each other, words that are synonym are considered together”. One of the studies conducted on children’s conceptual fields is conceptual field classification study by Clark (2003). In his study conducted with children who were in the process of language acquisition, Clark classified the concept of name as human, animal, tool, body part, clothes, toy, furniture, household goods, food and food-beverage can. When the research on nursery rhymes is revised, it is seen that the focus is on the appearance rather than the content. In this regard, the focus has shifted towards the investigation of nursery rhymes in relation to conceptual classification and values.

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