Development of the Fun Aesthetic Learning Box: Enhancing Six-Years-Old Preschool Students’ Speaking Skills

This study investigates the development of English-speaking skills among six-year-old preschoolers, focusing on variations in proficiency. Developing English speaking skills among six-year-old preschoolers is often hindered by limited exposure and varying proficiency levels. Grounded in Vygotsky’s sociocultural theory, the research examines how play-based, particularly theatre-based, activities foster language acquisition and communication. Using the Borg and Gall model, the study aims to (1) analyse the development and variation of English-speaking skills, (2) design the “Fun Aesthetic Learning Box†Ladders Ropes Adventure as an innovative tool to enhance these skills, and (3) evaluate its usability with teachers and children. Utilizing the Borg and Gall R&D model, qualitative data were collected through semi-structured interviews and observations involving teachers and students. The findings reveal that guided instruction, peer interaction, and structured play facilitated by the Fun Aesthetic Learning Box where it enhances children’s confidence, fluency and vocabulary usage in English. Teachers reported increased engagement and children displayed noticeable improvements in sentence formation and willingness to speak. The research highlights the effectiveness of integrating theatre-based learning kits in creating engaging and productive language environments. These insights provide practical guidance for teachers in developing creative materials and strategies to support early childhood English language teaching. Theatre based learning kits, such as the Fun Aesthetic Learning Box create engaging, low anxiety environments conducive to language development. The findings support integrating creative play tools into early childhood English teaching practices.