Wheels on the Bus is one of the most beloved children's action songs in the world. Parents and teachers use it to engage toddlers, teach body awareness, and make transitions easier — from car rides to circle time. Below you will find every verse of the song, from the classic original to the extended verses used in schools and playgroups around the world.
Here are the complete lyrics to Wheels on the Bus:
The wheels on the bus go round and round, Round and round, round and round. The wheels on the bus go round and round, All through the town.
The wipers on the bus go swish, swish, swish, Swish, swish, swish, swish, swish, swish. The wipers on the bus go swish, swish, swish, All through the town.
The horn on the bus goes beep, beep, beep, Beep, beep, beep, beep, beep, beep. The horn on the bus goes beep, beep, beep, All through the town.
The doors on the bus go open and shut, Open and shut, open and shut. The doors on the bus go open and shut, All through the town.
The driver on the bus says 'Move on back!' 'Move on back! Move on back!' The driver on the bus says 'Move on back!' All through the town.
The people on the bus go up and down, Up and down, up and down. The people on the bus go up and down, All through the town.
The babies on the bus go waah, waah, waah, Waah, waah, waah, waah, waah, waah. The babies on the bus go waah, waah, waah, All through the town.
The mommies on the bus go shh, shh, shh, Shh, shh, shh, shh, shh, shh. The mommies on the bus go shh, shh, shh, All through the town.
The daddies on the bus go I love you, I love you, I love you. The daddies on the bus go I love you, All through the town.
The children on the bus go yakkety yak, Yakkety yak, yakkety yak. The children on the bus go yakkety yak, All through the town.
Many teachers and parents add extra verses based on the age and interests of their children. Here are popular extended verses used in early childhood classrooms:
The dog on the bus goes woof, woof, woof (animal verse — great for teaching animal sounds)
The lights on the bus go blink, blink, blink (adds a visual action — children love blinking their eyes)
The money on the bus goes clink, clink, clink (introduces concept of payment and public services)
The bell on the bus goes ding, ding, ding (builds vocabulary about bus systems)
The wheels on the bus go splash, splash, splash (rainy day variant — changes 'round and round' for a weather-themed session)
Each new verse extends the song's duration and introduces fresh vocabulary, making the song infinitely adaptable to themes, seasons, or whatever captures a particular child's attention.
Wheels on the Bus was written in 1939 by Verna Hills, an American music educator, and first published in a collection called 'Democratic Songbook.' The original version had only a few verses. Over the following decades, teachers and parents around the world added verses, creating the extended version most people know today.
The song spread rapidly through kindergarten and preschool programs in the United States and the United Kingdom during the 1950s and 60s, eventually becoming a global standard. Today it has been recorded by hundreds of artists, adapted into dozens of languages, and watched billions of times on YouTube.
Wheels on the Bus is considered one of the highest-value action songs in early childhood education for several interconnected reasons.
Motor development: Each verse has a corresponding action — rolling hands, swishing arms, beeping a pretend horn, bouncing up and down. These actions develop gross motor coordination, bilateral coordination (using both sides of the body together), and body awareness.
Vocabulary building: The song introduces real-world vocabulary — wipers, driver, passengers, horn — in a context that makes the meaning clear. Children who sing Wheels on the Bus have a stronger framework for understanding public transportation, community roles, and cause-and-effect.
Turn-taking and social skills: When sung in a group, Wheels on the Bus naturally supports taking turns, listening to others, and joining a shared experience — foundational social skills for preschool readiness.
Phonological awareness: The repeated rhyme patterns ('round and round,' 'swish, swish, swish') train children to hear and reproduce sound patterns, a key pre-reading skill.
Sequencing and memory: Remembering the order of verses exercises working memory. Children who can hold several song verses in sequence show stronger executive function and early narrative skills.
To get maximum value from Wheels on the Bus, early childhood specialists recommend:
Always use the actions: Never sing without accompanying movements. The physical element is where much of the developmental benefit lies.
Let children lead the verse choices: Ask 'What should the cat on the bus do?' This builds creativity and gives children ownership of the song.
Slow it down for babies: Newborns and young infants benefit from a slower tempo. Match the pace to the child's age.
Add instruments: Shakers, bells, or clapping sticks make the song more engaging and add a musical layer for older toddlers.
Use the song as a transition: Wheels on the Bus is particularly effective for ending playtime and moving to the next activity. The structured, predictable format helps children shift mental gears.