The extent of linguistic development that children literature brings to kindergarten children from the point of view of kindergarten teachers

Abstract

 The present study investigates the role of children’s literature in fostering linguistic development among kindergarten children, as perceived by kindergarten teachers. It particularly focuses on the contribution of stories and songs to the enhancement of language acquisition and expressive abilities. Adopting the descriptive method, the research sample included 76 kindergarten teachers from Wasit Governorate during the second semester of the 2024–2025 academic year. Findings indicated a significant improvement in the linguistic abilities of children in the final stage of kindergarten, while teachers consistently emphasized that children’s literature is an effective tool for enriching vocabulary and broadening cognitive awareness. Based on these findings, the study recommends the systematic integration of stories, songs, and plays into educational curricula to maximize their developmental benefits for children’s language skills.