During the 1960s, ethnomusicologists began to turn their attention to folk song traditions. These scholars collected repertoires, developed analytical frameworks, and published collections that safeguarded this cultural heritage. Their work highlighted the need to conserve and transmit such repertoires as vital expressions of community identity. Within this context, schoolyard musical games have been recognized as central components of children’s cultural and social worlds (Campbell, 1998; Harrop-Allin, 2017). Consequently, there is a pressing need to extend the work of folklorists by focusing on the traditional musical practices of children and on the mechanisms through which they are transmitted. The research undertaken has already met several initial objectives, including the collection of singing games currently performed by children and the identification of their characteristics (Boucher et al., 2023). The present inquiry now addresses a broader question: by what means are these games transmitted? More specifically, can children themselves ensure the continuity of these repertoires in the absence of adult intervention, thereby sustaining a distinct “musical tradition of childhood”? This study adopts an ethnomusicological and pedagogical framework in which children are positioned as co-researchers (Marsh, 19999). Participants actively contributed to the documentation of musical games across multiple regions of Quebec. By including schools situated in different regions, the project ensures a representative cross-section of children’s practices from kindergarten through grade six. Through the collection process, additional data concerning the modes of transmission of the games was also gathered. Preliminary findings suggest that the oral transmission of playground singing games takes place between children, without the intervention of an adult. It seems to play a significant role as a dynamic cultural vector, preserving and articulating language, history, customs, and identity. Various channels of transmission—including social, familial, peer-based, contextual, technological, and institutional pathways—are being examined to construct a nuanced ethnographic profile of this children's musical tradition. This project contributes to the preservation of intangible heritage by documenting and analyzing the repertoire of children’s musical games specific to Quebec schools. Moreover, the findings will further inform teacher training and professional preparation in music education by clarifying the processes of oral transmission among children, providing evidence of how musical culture circulates in childhood, underscoring its societal significance.