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Article · International Journal of Instruction · December 19, 2025

Vocabulary Development in Preschool Children through Role-Playing Games

Saira Zhiyenbayeva, Zhumabekova Fatima Niyazbekovna, Aigul Stybayeva, Manara Adamova, Gulshat Onlanbekkyzy, Raissa Izmagambetova

Saira Zhienbaeva
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Abstract

This study aimed to evaluate the effectiveness of structured role-playing games in enhancing vocabulary development among preschool children, while also examining the impact of participation frequency and thematic context on learning outcomes. A quasi-experimental design was implemented with 60 participants from three Early Childhood Development Centers in Almaty, Kazakhstan. Children were randomly assigned to either an experimental group, which participated in structured, thematic role-playing sessions, or a control group that received traditional vocabulary instruction over an eight-week period. Vocabulary acquisition was assessed through the Peabody Picture Vocabulary Test (PPVT) and educator-completed observational checklists. The results showed that the experimental group improved their vocabulary significantly more than the control group, which supported the hypothesis that teaching through play is more effective than teaching with conventional methods. While a positive trend emerged between the frequency of participation and vocabulary growth, this relationship was not statistically significant. Moreover, vocabulary effects were tested condition-specifically, as some themes were above the mean while others were below. Our findings underscore the importance of using play-based learning, particularly structured role-playing, in early childhood education.

Early Childhood Education and DevelopmentLanguage Development and DisordersReading and Literacy Developmentvocabulary developmentrole-playing gamespreschool children

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