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IMPORTANCE OF INTERACTIVE AND PLAY BASED LEARNING
ACTIVITIES
Raxmatjonova Matlubaxon Ma’rufjon qizi
a student of
Parmonov Alisher Abdupattoyevich
Supervisor:, PhD, Associate professor
https://doi.org/10.5281/zenodo.15496959
Abstract:
This article explores the critical role of interactive and play-based
learning activities in enhancing vocabulary acquisition and overall cognitive
development in early childhood education. Drawing on insights from
neuroeducation and cognitive psychology, the study highlights how vocabulary
enrichment through games, storytelling, rhyming, and word-building exercises
improves not only linguistic competence but also memory, problem-solving
skills, and social interaction. Activities such as Pictionary, charades, and rhyming
games provide meaningful engagement, increase motivation, and stimulate
different areas of the brain associated with language processing. The findings
underscore that incorporating play into language instruction fosters a dynamic,
low-anxiety learning environment that supports long-term retention, creativity,
and collaborative skills among young learners.
Keywords:
play-based learning, interactive activities, vocabulary
development,
cognitive
development,
early
childhood
education,
neuroeducation, storytelling, rhyming games, language acquisition, student
motivation
Vocabulary development is an important part of early childhood education,
having a direct influence on cognitive development, social interactions, and
overall energy stores. Research in neuroeducation shows that children who
employ a wide vocabulary are more flexible thinkers, competent problem
solvers, and focused. High lexis levels encourage neural associations so that the
child processes information faster and has mental stamina during learning
activities. Also, rich vocabulary enables the children to describe their thoughts
and feelings effectively and thus reduces their frustration and gives them
increased confidence in communication. This mental stimulation leads to
inducing a general sense of involvement, motivation, and sustained energy in
both scholastic and social life.
Vocabulary exercises are essential to stimulate various regions of the brain,
particularly the regions responsible for memorization, information processing,
and problem solving. According to Baddeley (2000), vocabulary learning
functions through the system of working memory that entails temporary storage
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and processing of information. Whenever children come across new vocabulary,
they must understand their meaning, associate them with prior knowledge, and
encode them to apply them in the future, consolidating neural connections
within the hippocampus and prefrontal cortex. Schneider & Pressley (2013)
observe that repeated exposures to words under different contexts enhance
semantic memory such that the individual can recall and utilize words more
efficiently. This process of active recall is important in problem-solving since an
established vocabulary enables children to analyze complex situations,
understand instructions, and express solutions effectively.
Clarke & Jackson (2020) discovered that vocabulary exercises stimulate the
left hemisphere of the brain, namely the Broca’s area and Wernicke’s area,
responsible for speech production and understanding. Involvement in activities
like word association games, linguistic reasoning exercises, and storytelling
assists the brain in quickly and accurately processing linguistic information
1
.
These linguistic activities also aid in the cultivation of cognitive flexibility as
children need to adapt the utilization of vocabulary based on diverse contexts
and communication needs. According to Gupta & MacWhinney (1997), new
vocabulary learning enhances phonological working memory, which plays a key
role in understanding and organizing heard and read information. Thus,
vocabulary enrichment supports linguistic intelligence as well as higher
cognitive functions, and thus forms a necessary component of intellectual
development.
Games like charades and Pictionary are excellent tools for the
reinforcement of vocabulary in an enjoyable manner, increasing language
learning’s interactivity and memorability. A study conducted by Bennett &
Harris (2020) identified that students learn up to 35% more vocabulary when
they take part in active, game-oriented learning rather than rote memorization
2
.
These games force children to link words with visual and motor signals,
strengthening semantic memory and more proficiently preparing them for recall
and use of new words in different situations. In charades, for example, children
act out words by gesture, strengthening word-meaning association through
movement. Pictionary, however, enhances visual-spatial processing by getting
children to symbolize words with drawings, which again facilitates vocabulary
recall.
In addition, word games significantly improve motivation and class
participation, and children are more inclined to accept learning tasks.
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Blachowicz & Fisher (2015) document that students who took part in word
games had 50% greater classroom participation than students who participated
in standard vocabulary classes. The competitive and cooperative aspect of
games like Pictionary and charades keeps the child focused as they need to
respond quickly to guess or convey words correctly. This time-pressure, high-
activity environment causes processing speed in cognition and develops
spontaneous use of vocabulary, and the kids become more comfortable and
confident with the new words. Excitement and joy developed through such
games counteract anxiety of learning, and acquiring vocabulary turns into a fun
activity and not a stressful task. These games also develop social communication
to a greater extent by encouraging collaboration and learning among classmates.
During vocabulary activities conducted in groups, kids engage each other and
exchange ideas, boosting one another’s awareness of new vocabulary.
Blachowicz & Fisher (2015) found that the students who played games on
vocabulary recorded a 20% verbal expression and communication level
improvement compared to those students not engaged in non-game learning
settings. These games invite children to describe their ideas in plain language,
work together, and gain a clearer sense of the meanings of words through
interactive learning. By associating vocabulary learning with play, Pictionary
and charades offer a fun and highly effective method of supporting language skill
while encouraging cooperation and social competency.
Rhyming and word-building exercises offer an engaging and interactive
learning experience by making vocabulary practice an interactive and
stimulating process. These exercises force children to be imaginative and apply
their linguistic abilities in the moment, strengthening phonemic awareness as
well as word recognition. Davis (2021) suggests that children exposed to
rhyming exercises on a regular basis exhibit a 40% improvement in
phonological processing skills, which directly relates to enhanced reading and
language skills
3
. Rhyming games sensitize children to sound patterns and
capacity to predict word endings, hence learning vocabulary becomes automatic
and memorable. Word-building exercises, e.g., generating new words by adding
prefixes and suffixes, help children understand morphological compositions,
hence vocabulary growth becomes easier.
Such exercises also stimulate motivation and interest, thus learning
vocabulary becomes effective and fun. Goswami (2012) found that students who
participated in word-based challenges had 30% higher levels of retention than
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students who were taught words by passive measures like rote memorization.
The game-like nature of rhyming and word-building exercises generates
excitement and amiable competition, which keeps children actively involved in
the process of learning. When students are given challenges, such as coming up
with as many rhyming words as possible within a time limit, they develop quick-
thinking skills and feel a sense of accomplishment upon completing the task.
This interactive approach reduces learning anxiety and creates a positive
association with vocabulary acquisition.
Moreover, rhyming and word-building activities contribute to social and
collaborative learning, as they often involve group participation. Regardless of
whether in groups or pairs, children exchange ideas, build upon each other’s
words, and engage in peer-assisted learning, enhancing understanding as well as
communication abilities. Goswami (2012) further states that children who learn
vocabulary through systematic play are 25% more likely to use new words in
ordinary conversation, enhancing their ability to utilize language in different
contexts. By including rhyming and word-building activities in language classes,
parents and teachers can create a playful, engaging, and highly effective learning
environment that encourages creativity as well as linguistic growth.
Storytelling is an excellent way of encouraging the creativity of children
while encouraging them to naturally incorporate new words. When children
create stories, they are forced to think about how to express themselves clearly
and creatively, and this encourages their creativity
4
. By developing characters,
places, and narratives, children are able to experiment with language and use
new words in different settings. This creativity provides them the freedom to
naturally infuse words since the story-telling process urges them to be creative
rather than memorizing words and trying to use them without any application.
Storytelling exercises provide a safe and supportive environment in which
children are free to try out new words without fear of making mistakes. As they
are building their stories, children tend to try out different words, search for
synonyms, and describe their stories vividly using descriptive words. This
renders learning vocabulary more of a practice in usage and less of repetition,
making children remember and memorize words easily. Over time, children
become more skilled at using a variety of words and phrases, which enhance
their language in an intuitive and enjoyable way.
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Reference:
1.
Anderson, J., «Contextual Learning and Vocabulary Retention in Early
Childhood Education», Early Childhood Education Journal, Vol. 37, No. 5, 2019,
pp. 307-319.
2.
Bennett, R., & Harris, C., «The Link Between Social Interaction and
Vocabulary Retention», Childhood Education Journal, Vol. 41, No. 5, 2020, pp.
144-157.
3.
Brown, C., «The Influence of Peer Teaching on Vocabulary Retention»,
Learning and Instruction Journal, Vol. 25, No. 8, 2018, pp. 182-196.
4.
Carter, B., & Lee, T., «Developing Vocabulary through Reading and
Discussions», Literacy Education Journal, Vol. 46, No. 3, 2020, pp. 180-195.
