Nursery rhymes, as child-addressed texts,  enlarge  their boundaries and enter the millieu of teaching. The topicality of the suggested paper is conditioned by the national demand and the maintainence of a nation's identity by teaching rhymes in all levels. The inclusion of nursery rhymes in different levels of  teaching is mandatory. The  research was carried out in the field of a/ Ethnography b/ Linguistics.  

Nursery rhymes  are a very good way of introducing new languages to initial study age. Nursery texts have simple structure but abundant content both from ethnographic and linguistic perspectives. 

 It is commin knowledge that they are the best way of transmitting folk heritage. The students will enrich their knowledge from cognitive perspectives  as well: ethnographic game names, new culture, historic heroes, realia, etc.

To highlight and demonstrate the teaching  value of nursery rhymes, we have taken English and Armenian texts into account/some of them are registered in the course of our field work in different ethnographic regions of Great Britain and Armenia/. 

Various manifestations of the oral culture (fairy tales, folktales, stories, songs,   etc.) that have their versions are in the basis of ethnographic research. They are subject to changes in time, are forgotten, are out of the lifestyle, are transformed due to new demands. The ethnographical material as a living organism is necessary to study in its historical context. 

The report will shed a light on  a nursery rhyme text as a complex unit of teaching.

The aim of the present research is to show the significance of nursery rhyme texts in the context of teaching ethnographic components and highlkighting linguistic way of thinking.

The research was conducted via the following methods: a/ Interview/in case of field work/ b/ Historical and comparative

To sum up, real-life environment is the subject matter of Ethnography; Nursery Rhymes have both real and imaginery picture that are interwoven by specific linguistic elements. One of the main tasks of the paper is to show the borderline between pure ethnographic and improvised components. In the course of the final stage of our research we have compiled a glossary of words that are of ethnographic value and may have their contribution in the educational process. Our findings show the positive side of nursery rhyme texts in curricula. We can emphasize the pedagogical value of nursery rhyme texts.

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