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Background: Children songs and rhymes moves from generation to generation, as a symbol of culture and value of each country and  are one of the most enjoyable experiences which can play an important role in the parent-child emotional bond and help children's emotional and social development. In early years that are the sensitive period of attachment, songs and rhymes plays an important role in the parent-child relationship. This is especially important for hearing impaired children who need early intervention.
Method: In this paper we used a descriptive analytical method. We gathered information about the subject from various information sources, including papers, books and online academic resources and scientific databases such as: Magiran, Elsevier, Wiley, PubMed, and Google Scholar from 1996 to 2017 and described and discussed them.
Conclusion: Children songs and rhymes play important roles in the children's emotional development and can strengthen the parent-child emotional bond and children's social skills. In this article, we tried to study emotional and social development in children and the role of factors affecting them. We explained effective ways to facilitate these skills. Songs and rhymes can improve the learning process in hearing and deaf children.
 

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Abstract
Background and Aim: Emotion is a strong affective perception or feeling that arises from personal
circumstances, one's mood, or communication with others. Emotions are multidimensional and have
holistic structures that consist of different dimensions such as behavioral expression, physiological layers,
phenomenological experience, cognitive processes and social context. The aim of this study was to investigate
the structure of emotion and its components, classification of emotions, the effect of visual impairment on the
development of emotion, identification of emotions in learners with visual impairment, emotional competence
and the application of emotion identification for students with visual impairment. The method of this research
is descriptive and review. Articles and books in reputable scientific databases from 2001 to 2022 were used
to collect information.
Conclusion: The emotional development of children and adolescents with visual impairment develops
differently compared to their normal peers. The ability to accurately identify the emotions of others is
considered central to achieving emotional competence. Understanding the content of other people's
emotional states goes beyond simple understanding of primary emotions such as happiness, anger or
sadness. Although people with visual impairment do not necessarily have a problem in understanding basic
emotions, they are delayed in identifying emotions and especially in identifying higher-order emotions such
as anger, embarrassment, and disappointment. Considering that the social world becomes integrated and
comprehensible for people with visual impairment through the understanding of these emotions. Therefore,
it is possible to improve the development of their emotional competence by teaching higher-order emotions.