International Chinese language education is showing a trend toward younger learners. In this context, teaching Chinese through nursery rhymes has emerged as a widely favored approach that engages children's multiple intelligences. However, highquality instructional materials suitable for international Chinese education at the preschool level remain scarce. Common issues include inappropriate thematic content, overly complex lyrics, mismatches between tone and melody, and unsuitable musical accompaniment. Drawing on the multiple intelligences theory, this study explores selection criteria for nursery rhymes in terms of content, lyrics, and music, and offers recommendations for the composition and adaptation of lyrics and accompaniment to better support early childhood Chinese language instruction.