The Development of Early Childhood Learning in Play and Self-Talk


  • Apiporn Pengping Faculty of Education, Chiang Rai Rajabhat University.


Play, Self-Talk, Development, Early Childhood


This article explores the integral roles of play and self-talk in the developmental and learning processes of children. Self-talk, encompassing both audible and silent self-directed speech, serves as a pivotal tool for behavior regulation, action direction, and problem-solving. Within educational settings, self-talk enables children to articulate ideas, strategize, reflect on experiences, and navigate their cognitive processes. The synergy of play and self-talk significantly enhances children's cognitive, social, and emotional development. Emphasizing play-based approaches in early childhood education underscores the importance of play in fostering holistic development. By integrating play into the curriculum, educators are encouraged to create experiential learning opportunities that stimulate participation, creativity, and problem-solving skills. The promotion of self-talk skills is achieved through modeling, direct instruction, and the encouragement of self-directed speech. This approach aids in the development of cognitive awareness, behavioral direction, and enhanced problem-solving capabilities. The integration of play and self-talk into curriculum design necessitates an environment that values the child's perspective, fosters dialogue and collaboration, and encourages reflective practices and documentation. Play-based activities naturally facilitate self-talk, while self-talk, in turn, enriches children's engagement and learning in play settings. This reciprocal relationship underscores the importance of incorporating both elements into early educational frameworks to optimize children's developmental outcomes.

Author Biography

Apiporn Pengping, Faculty of Education, Chiang Rai Rajabhat University.

Lecturers of Early Childhood Educational, Faculty of Education, Chiang Rai Rajabhat University.


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