Effectiveness of oral language stimulation strategies in early childhood education for children aged 3–5 years

A longitudinal, quasi-experimental study evaluated the impact of oral language stimulation strategies on 341 children aged 3-5 years in Early Childhood Education. The research, conducted across 11 public educational institutions, utilized a pretest-posttest design and a structured observation instrument with 12 indicators across six oral-language dimensions. The findings indicate a statistically significant improvement in oral language skills following the application of these strategies.

Why it matters

This research highlights the critical role of early oral language development in foundational learning and overall child development. Demonstrating the effectiveness of specific stimulation strategies provides a data-driven basis for prioritizing and investing in early childhood education programs aimed at enhancing communication skills. Such interventions can significantly impact future educational outcomes and societal readiness.

Key insights

• Oral language is fundamental for cognitive, social, and academic development in young children.
• The study employed a quantitative, longitudinal, quasi-experimental single-group pretest-posttest design.
• The sample included 341 children from 11 public educational institutions.
• A structured observation instrument with 12 indicators across six oral-language dimensions was used, demonstrating adequate internal consistency (Cronbach's alpha = 0.896).
• The global mean oral language score increased from 41.50 at pretest to 46.01 at posttest, representing a gain of 4.51 points.
• A paired-samples Student's t-test confirmed a statistically significant difference in oral language scores after the intervention.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1824071