Revista Científica Multidisciplinaria Arbitrada YACHASUN. Volumen 9, Número 17 (Ed. jul – dic. 2025) ISSN: 2697-3456

The impact of playful activities on the strengthening of communicative skills in early childhood education children.

DOI: https://doi.org/10.46296/yc.v9i17.0741

EL IMPACTO DE LAS ACTIVIDADES LÚDICAS EN EL FORTALECIMIENTO

DE LAS HABILIDADES COMUNICATIVAS EN NIÑOS DE EDUCACIÓN

INICIAL

THE IMPACT OF PLAYFUL ACTIVITIES ON THE STRENGTHENING OF

COMMUNICATIVE SKILLS IN EARLY CHILDHOOD EDUCATION CHILDREN

1

2

Zambrano-González María Esther ; Álvarez-Figueroa Ricardo Oldemar ;

3

4

Álvarez-Figueroa Jefferson Alejandro ; Rodríguez-Rodríguez Alberto

1

Universidad Estatal del Sur de Manabí. Jipijapa, Ecuador.

Correo: maria.zambrano@unesum.edu.ec . ORCID ID: https://orcid.org/0000-0002-0704-575X

2

Universidad Estatal del Sur de Manabí. Jipijapa, Ecuador. Correo : alvarez-

ricardo7550@unesum.edu.ec. ORCID ID: https://orcid.org/0009-0000-9876-9915

3

Universidad Estatal del Sur de Manabí. Jipijapa, Ecuador. Correo : alvarez-

jefferson7543@unesum.edu.ec . ORCID ID: https://orcid.org/0009-0004-6231-175X

4

Universidad Estatal del Sur de Manabí. Jipijapa, Ecuador.

Correo: alberto.rodriguez@unesum.edu.ec. ORCID ID: https://orcid.org/0000-0002-1238-01063

Resumen

El desarrollo de las habilidades comunicativas en la educación inicial es fundamental para el

crecimiento cognitivo, emocional y social del niño. Diversas investigaciones han demostrado que

el juego no solo cumple una función recreativa, sino también pedagógica, al facilitar la adquisición

del lenguaje en contextos significativos y emocionalmente positivos. El presente estudio tuvo

como objetivo analizar el impacto de las actividades lúdicas en el fortalecimiento del lenguaje

oral en niños de 7 a 9 años. Para ello, se aplicó un diseño cuasi-experimental con enfoque

cuantitativo, en una muestra de 30 niños distribuidos en un grupo experimental y uno de control.

Durante seis semanas, se implementaron actividades lúdicas estructuradas como

dramatizaciones, juegos de roles, y se evaluaron las habilidades lingüísticas antes y después de

la intervención mediante una ficha de observación validada por expertos. Los resultados

mostraron una mejora significativa en el grupo experimental, especialmente en aspectos como

la fluidez verbal, la amplitud del vocabulario y la capacidad de participación oral, en comparación

con el grupo de control. La diferencia de promedios fue estadísticamente significativa, lo cual

confirma la efectividad del uso sistemático del juego como herramienta educativa. Se concluye

que las actividades lúdicas, cuando son planificadas con intención pedagógica y mediadas

adecuadamente por el docente, constituyen una estrategia eficaz para fortalecer las habilidades

comunicativas en la educación inicial. Se recomienda incorporar este enfoque en las prácticas

curriculares como parte esencial de una educación integral.

Palabras claves: actividades lúdicas, habilidades comunicativas, lenguaje oral, educación

inicial, juego pedagógico.

Abstract

The development of communicative skills in early childhood education is essential for children’s

cognitive, emotional, and social growth. Various studies have demonstrated that play serves not

only a recreational function but also a pedagogical one, as it facilitates language acquisition in

meaningful and emotionally positive contexts. The present study aimed to analyze the impact of

playful activities on the strengthening of oral language in children aged 7 to 9. To this end, a

quasi-experimental design with a quantitative approach was applied to a sample of 30 children,

distributed into an experimental group and a control group. Over a six-week period, structured

playful activities such as dramatizations and role-playing were implemented, and linguistic skills

were assessed before and after the intervention using an observation checklist validated by

Información del manuscrito:

Fecha de recepción: 13 de mayo de 2025.

Fecha de aceptación: 15 de julio de 2025.

Fecha de publicación: 17 de septiembre de 2025.

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Zambrano-González et al. (2025)

experts. The results revealed a significant improvement in the experimental group, particularly in

verbal fluency, vocabulary breadth, and oral participation, compared to the control group. The

mean differences were statistically significant, confirming the effectiveness of the systematic use

of play as an educational tool. It is concluded that playful activities, when pedagogically planned

and adequately mediated by the teacher, constitute an effective strategy for strengthening

communicative skills in early childhood education. It is recommended that this approach be

incorporated into curricular practices as an essential component of comprehensive education.

Keywords: playful activities, communicative skills, oral language, early childhood education,

pedagogical play.

However, in many educational

1

. Introduction

settings—particularly in contexts with

In the early years of life, the

development of communicative skills

constitutes a fundamental pillar in the

comprehensive formation of children,

as it enables the expression of ideas,

emotions, and thoughts, as well as

limited resources or traditional

curricular

approaches—playful

activities tend to be undervalued or

restricted to leisure spaces, without

being as

methodological strategies for oral

language development. This

fully

leveraged

social

interaction

within

their

immediate environment. In this

context, early childhood education

becomes a key stage for enhancing

such skills, since it is during this

period that children begin to structure

their language and actively interact

with others. In recent decades,

several studies have indicated that

play serves not only a recreational

function but also a pedagogical one,

as it becomes a tool that fosters the

acquisition and strengthening of

situation creates a gap between

children’s communicative needs and

the opportunities provided by the

educational system to strengthen

them, which may negatively affect

their future academic performance

and their ability to engage socially

(Pindo & Bracho, 2023). According to

studies by authors such as Vygotsky,

play functions as a cultural mediator

that promotes cognitive and linguistic

development by situating children in

communicative

competences

meaningful

scenarios.

verbal

interaction

through exploration, creativity, and

symbolic interaction (Troncoso A. et

al., 2022).

Within this framework, there arises a

need

to

rethink

in early

pedagogical

childhood

practices

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The impact of playful activities on the strengthening of communicative skills in early childhood education children.

education, integrating intentional

playful activities that foster the

development of skills such as oral

comprehension and expression,

functional vocabulary, message

contribute to enriching teaching

practices and highlighting the

pedagogical value of play as a

driving force in communicative

development during childhood.

structuring,

dialogue (Loja Loja & Quito Suco,

021). Various educational

and

spontaneous

Communicative Skills in Early

Childhood Education

2

Communicative skills represent a set

of abilities that enable human beings

to interact using verbal and non-

verbal language. In the case of

young children, these skills develop

progressively from birth and are

consolidated according to the social

environment, linguistic experiences,

and pedagogical mediation (Quispe

et al., 2023). Communicative

competence involves not only the

ability to produce and understand

messages but also the capacity to

adapt language to the context, the

interlocutor, and communicative

purposes.

experiences have shown that

through role-playing, dramatizations,

songs,

dynamics, children can significantly

improve their communicative

puppetry,

and

group

competence, provided that there is

appropriate teacher guidance and a

favorable

environment

for

expression.

Therefore, the purpose of this article

is to analyze the impact of playful

activities on the strengthening of

communicative skills in early

childhood education, based on a

theoretical

observation

experiences

review

of

and the

pedagogical

in real

During early childhood education,

oral language constitutes the central

axis of communicative development,

as it allows children to express

needs, formulate questions, narrate

experiences, and participate in social

exchanges (Armijos et al., 2023).

The Ministry of Education of Ecuador

applied

educational settings. This study is

justified by the importance of

promoting inclusive, participatory,

and child-centered education, where

language

is

constructed

through play.

meaningfully

Furthermore, it is expected that the

findings of this research will

(2021) emphasizes that one of the

main objectives of the initial

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Zambrano-González et al. (2025)

education level is to foster spaces

where children can explore language

as a tool for communication, thought,

and expression. This stage is

characterized by the richness of

interactions and the child’s openness

to discovering the world, which turns

every situation into an opportunity for

linguistic development.

learning. In this context, the teacher

acts as a mediator who provides

playful environments rich in verbal

stimuli, generating opportunities for

dialogue, narration, and symbolic

interaction.

Playful Activities Oriented Toward

Language Development

Playful activities are intentional

proposals that employ play to

achieve pedagogical objectives.

These activities include role-playing,

dramatizations, puppetry, songs,

storytelling, riddles, among others,

which stimulate different aspects of

oral language. According to Vela et

al. (2024), playful activities promote

vocabulary expansion, syntactic

development, and verbal fluency,

provided they are implemented in a

planned manner and adapted to the

child’s age.

Play as a Pedagogical Strategy

Play is an inherent human activity,

particularly

significant

during

childhood. Vygotsky argued that

symbolic play represents a zone of

proximal development, as it allows

children to operate at a higher level

than their current competence,

imitating roles, exploring social

norms,

spontaneously and meaningfully

Guerrero et al., 2023). In this regard,

and

using

language

(

play is not only a source of pleasure

but also a didactic tool that fosters

In this sense, it can be affirmed that

the intentional use of play allows for

the simultaneous development of

semantic, morphosyntactic, and

pragmatic aspects of language within

a functional and social context. Thus,

children do not only learn to speak

but also to communicate, negotiate

meaning, and construct coherent and

relevant discourse.

comprehensive

development,

including the communicative domain.

According to Martínez Allende et al.

(2022), play is

a

means of

where

constructing meaning,

children establish relationships,

interpret social roles, and develop

cognitive and linguistic abilities in a

non-evaluative

context,

which

reduces anxiety and facilitates

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Revista Científica Multidisciplinaria Arbitrada YACHASUN. Volumen 9, Número 17 (Ed. jul – dic. 2025) ISSN: 2697-3456

The impact of playful activities on the strengthening of communicative skills in early childhood education children.

Teacher Mediation and the

Learning Environment

positive emotions and the intrinsic

motivation generated by play.

The role of the teacher in the

development of communicative skills

is fundamental, particularly in playful

contexts. Planning activities that

Empirical Evidence and Research

Findings

Several studies have demonstrated

the effectiveness of playful activities

in enhancing communicative skills in

young children. A study conducted

by Pinargote & Meza (2022) reported

that in educational institutions in

integrate linguistic

purposes requires knowledge of

children’s developmental level,

play

with

sensitivity to foster participation, and

skills to generate questions, expand

responses, and model linguistic

structures (Peña Fajardo, 2024).

According to Bruner (1997), the adult

fulfills a scaffolding role, facilitating

the child’s access to higher levels of

southern

Colombia,

the

implementation of playful learning

corners with a language focus

significantly

increased

verbal

fluency, lexical richness, and

participation in dialogues among

children aged 3 to 5. Similarly,

research findings revealed that

theatrical games improved children’s

ability to structure narratives and use

language

comprehension and

through meaningful

production

interaction.

Likewise, the learning environment

must be rich in communicative

stimuli: visual materials, thematic

corners, children’s libraries, auditory

resources, and, most importantly, a

spatial and emotional disposition that

encourages children to express

logical

connectors

in

their

storytelling.

This evidence supports the need to

integrate play into pedagogical

processes as a tool to enhance

children’s communication. Moreover,

it highlights that the impact of playful

activities is not limited to linguistic

aspects but also extends to self-

esteem, social interaction, and

creative thinking (M. López, 2023).

For this reason, current pedagogical

approaches should consider play not

themselves.

In

this

regard,

classroom design and the teacher’s

receptive attitude are key to fostering

a climate of trust where language can

flow naturally. As Villa & Blanco

(

2023) linguistic

indicate,

development is closely linked to

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Zambrano-González et al. (2025)

as a complement but as a transversal

axis of the teaching–learning process

in early childhood education.

in early childhood education and

child language development, all

holding a Master’s degree or higher

and with a minimum of 10 years of

experience in the field. The content

validity coefficient (CVC) was

calculated, yielding a value of 0.87,

which is considered satisfactory for

this type of study. In addition,

anecdotal records and recordings of

some sessions were collected as

complementary qualitative support.

2

. Methodology

This research was conducted under

a quantitative approach with a quasi-

experimental design, using a pre-test

and post-test with a control group.

This methodology made it possible to

observe the effects of implementing

playful activities on the strengthening

of communicative skills in children at

the early education stage. The study

The intervention consisted of

implementing a plan of playful

activities over a six-week period, with

a frequency of three weekly sessions

of 40 minutes each. The activities

was carried out in

a

public

educational institution located in an

urban area of the city of Portoviejo,

province of Manabí. The population

consisted of 30 children between the

ages of 7 and 9.

included

role-playing,

dramatizations, puppetry, and group

oral expression dynamics. The

sessions were facilitated by the

classroom teacher, who had been

previously trained in the project

methodology, and supervised by the

research team. The control group

continued with its regular classes

For data collection, a structured

observation checklist was applied,

previously validated and based on

oral

language

development

indicators proposed by the Ministry of

Education (2021), such as proper

pronunciation, lexical richness, use

of complete sentences, active

listening, ability to narrate events,

and participation in dialogues. The

instrument was validated through

expert judgment by three specialists

without

the

systematic

implementation of guided playful

activities.

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The impact of playful activities on the strengthening of communicative skills in early childhood education children.

3

. Results and Discussion

experimental group showed notable

improvements, particularly in verbal

articulation, the construction of

Based on the participation of the 30

children in the pre-test and post-test

assessments, distributed equally

between the control group and the

experimental group, the results

revealed a significant increase in the

development of communicative skills

among the children. In the initial

evaluation, both groups exhibited

similar performance levels across the

complete

sentences,

and

in

spontaneous

conversations.

participation

Moreover, the anecdotal records

confirmed that the children in the

experimental group demonstrated

greater

enthusiasm

during

participation, used a more varied

vocabulary, and felt more confident

when expressing themselves in front

of their peers.

analyzed

indicators.

However,

following the implementation of the

playful activities program, the

Figure 1. Comparison of Pre-test and Post-test Analysis.

During the dramatizations, an

increase in verbal fluency and

improved structuring of ideas was

observed. Teachers reported a

positive transformation in classroom

dynamics, with greater interaction

and cooperation among students.

In contrast, the control group did not

show significant changes in any of

the evaluated aspects, making it

evident that the improvements

observed were the result of the

playful activities implemented in the

learning process. These findings are

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Zambrano-González et al. (2025)

consistent with previous studies that

highlight the value of play in early

childhood education as a driver of

addressed during dramatizations

such as emotions, actions, and

descriptions. Appropriate use of

vocabulary according to context

improved in 73% of cases.

communicative

development

(Álvarez & Zapata, 2023; Cárdenas

&

Ramírez, 2022), and reinforce the

• Morphosyntactic

dimension:

need to incorporate intentional

playful strategies into the curricular

planning of this educational level. It

can be concluded that the systematic

use of playful activities significantly

Improvements were focused on

the construction of complex

sentences, the use of logical

connectors, and the temporal

organization of discourse. A

progression was observed from

telegraphic structures toward

coherent narrative discourse.

fosters

the

acquisition

and

strengthening of oral communicative

skills in young children, especially

when guided by a mediating teacher

and planned with clear pedagogical

criteria.

•

Pragmatic dimension: The most

significant

recorded in the ability to maintain

conversational topics, ask

relevant questions, and adjust

communicative register

progress

was

Differentiated

Dimension

Effects

by

according to the interlocutor and

situation.

•

Phonological dimension: The

most notable improvements

were observed in the articulation

of complex phonemes, including

Discussion

/

r/, /s/, and consonant clusters,

with performance improvements

reaching 65% in the

experimental group compared to

0% in the control group.

The results obtained in this study

confirm that play-based activities,

when applied in a structured manner

and with clear pedagogical intent,

have a positive and significant impact

2

•

Lexical-semantic dimension: A

significant expansion of active

on

the

development

of

communicative skills in early

childhood (Guzmán, 2024). As

evidenced in the experimental group,

vocabulary

was

evidenced,

particularly in semantic fields

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The impact of playful activities on the strengthening of communicative skills in early childhood education children.

improvements in oral expression, the

construction of complete sentences,

and participation in dialogues were

markedly superior compared to the

control group, thereby validating the

and

self-assurance

in

verbal

expression.

The interaction with play-based

strategies is developed coherently,

directed toward the use of diverse

techniques and methodologies in the

design and application of activities

that foster learning, collaboration,

hypothesis formulated

beginning of the study.

at

the

In line with Candela Borja et al.

2020), it is important to highlight that

(

and

holistic

development

of

meaningful learning is relational, as it

connects new knowledge with prior

participants. As highlighted by A. N.

V. Vera et al. (2025), play activities

promote an enriching learning

environment.

understandings

within

real-life

contexts. This allows children to link

new knowledge acquired through

play-based activities with existing

experiences, fostering essential

connections that facilitate the

Moreover, the instruments and

techniques applied revealed the

emotional component of play—

motivation,

enjoyment,

and

construction

of

new

learning

interaction—as a facilitating factor for

language learning. This result is

consistent with Barberán and Vélez

(2022), who emphasize that linguistic

development is strongly linked to the

affective quality of educational

experiences. A non-evaluative play-

processes in

a dynamic and

motivating manner.

This finding aligns with Vygotsky’s

theoretical perspectives, which

emphasize the role of symbolic play

as a fundamental tool in the

development

of

thought

and

based

pressure and encourages more

natural and spontaneous

environment

reduces

language. Likewise, contemporary

studies support that activities such as

dramatizations, role-playing, and the

use of puppets create meaningful

communication, thus promoting

greater verbal participation and

autonomy.

communicative

contexts

where

children not only expand their

vocabulary but also build confidence

Similarly, A. N. V. Vera et al. (2025)

note that play fosters teamwork and

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Zambrano-González et al. (2025)

collaboration, both essential for

improving learning levels. López et

al. (2024) also underscore how

stimulating environments, based on

experimentation, creativity, and

may lack clear educational value or

diverge from their intended

objectives (Venegas Álvarez et al.,

2021). This highlights the importance

of fostering assertive and effective

communication with young learners

to ensure coherent and high-quality

conversations.

social

interaction,

significantly

enhance children’s capacity for

analysis and comprehension in the

activities they engage in.

According to Reascos et al. (2024),

significant challenges persist in

Nevertheless, the success of these

strategies largely depends on

teacher mediation. The active role of

English

language

teaching,

particularly in oral expression skills

related to vocabulary, pronunciation,

and interaction. The application of

rubrics in initial and final evaluations

the

educator

in

planning,

providing

implementing,

and

feedback on play-based activities is

crucial to prevent play from

becoming an isolated practice devoid

of pedagogical purpose (Valverde-

Gutiérrez et al., 2023). Teacher

training in active methodologies, the

availability of adequate didactic

resources, and curricular flexibility

are key factors in ensuring that the

potential of play translates into

meaningful learning outcomes.

of

pedagogical

interventions

revealed substantial progress in

students’ oral competence following

the implementation of play-based

activities.

Play in childhood promotes self-

confidence,

autonomy,

and

personality development, making it

one of the most relevant activities in

both recreational and educational

contexts (Vera et al., 2024). In this

regard, play stimulates children’s

thinking and imagination by providing

opportunities to explore their

environment and discover aspects of

their own identity. Its influence

extends across multiple areas of

As society evolves, traditional

popular

games

have

been

increasingly replaced by digital

forms, such as virtual games. For

instance,

mobile

applications

available today offer a wide range of

options. While some contribute to

achieving educational goals, others

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The impact of playful activities on the strengthening of communicative skills in early childhood education children.

child development and the way these

areas are structured.

teacher professional profiles, and

allocate institutional resources for the

creation of physical spaces and

acquisition of materials that ensure

the implementation of high-quality

play-based learning.

Similarly, Rios (2025) affirms that

play in childhood is fundamental, as

it fosters self-confidence, autonomy,

and personality construction, while

also

stimulating

thinking

and

imagination by enabling children to

explore their surroundings and

recognize themselves. Play also

contributes to integral development

across various areas of childhood

growth and significantly enhances

4. Conclusions

Play-based activities, when planned

with pedagogical intent and adapted

to children’s developmental level,

represent a highly effective strategy

for strengthening communicative

skills in early childhood education.

Their capacity to integrate play with

teaching–learning

processes.

Furthermore, these findings carry

direct implications for educational

policies and curricular practices in

early childhood education. Results

strongly support the systematic

incorporation of structured play-

based activities as a central—not

peripheral—component of the early

childhood curriculum, particularly in

language development.

learning

development within meaningful,

collaborative, and emotionally

positive contexts, thereby fostering

vocabulary acquisition, verbal

enables

language

fluency, and the structuring of

thought.

Incorporating

play-based

approaches into the classroom not

only enhances linguistic outcomes

but also transforms the educational

dynamic by promoting participation,

self-confidence in expression, and

the holistic development of children.

Therefore, it is essential that

educators recognize the didactic

value of play and integrate it as a

For effective implementation, it is

recommended to develop teacher

training programs focused on play-

based methodologies for language

development, create standardized

resources and materials to facilitate

the planning of structured activities,

revise curricular standards to include

play-pedagogical competencies in

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Zambrano-González et al. (2025)

core component of the early

childhood curriculum.

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