Learning new information constitutes a fundamental part of children's school years. Recently, studies have found beneficial effects of emotion on learning and memory. Here, we specifically examined the effect of positive emotional prosody on content learning in two groups of Swedish school children (ages 8-10 and 11-13 years). The participants listened to auditory information spoken in a positive or neutral tone of voice and were asked content-based questions about the information. For the younger children, no difference was found between the number of correct answers to the questions for the positive compared to the neutral tone of voice. The older children, however, had significantly more correct answers in the positive compared to the neutral condition, suggesting that positive emotional prosody can have beneficial effects on content learning, at least in older children. These results may have implications for educational psychology, and the development of Information and Communication Technology.