The naming of play activities in preschool education serves as a key linguistic and cognitive mechanism for the development of speech and early communicative competence. Game titles function as semantic organizers that allow children to identify roles, actions, rules, and narrative context while simultaneously reinforcing lexical memory and phonological awareness. Through repeated verbalization of play names, children acquire new vocabulary, strengthen sound–meaning associations, and enhance syntactic structuring during dialogic interaction. Play nomenclature not only activates symbolic thinking but also creates a socially mediated platform that encourages turn-taking, negotiation of roles, and coherent expression of intention. As a result, the educational process shifts from passive language exposure to active speech production, enabling preschool learners to integrate linguistic, emotional, and social dimensions of play into cohesive communicative behavior.

play nomenclature, speech development, lexical acquisition, symbolic communication, role-based interaction, phonological awareness, narrative structuring

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