This study examined the effectiveness of a four-week intervention program designed to enhance emotional vocabulary in Hebrew-speaking kindergarten children. The program targeted 18 emotion words using two instructional methods: movement-based games and board games. Twenty participants (M = 5.60 years, SD = 0.47; 45% boys) were randomly assigned to two counterbalanced conditions. In one condition, children learned nine emotion words through movement-based games and nine through board games. In the second condition, the same words were taught, but the instructional method was reversed, allowing a direct comparison of effectiveness across both methods and word sets.

Assessments conducted before and after the intervention measured general vocabulary, listening comprehension, and emotional vocabulary (recognition and naming). The results revealed three key findings. First, significant improvements were observed in emotional vocabulary recognition and naming across the entire sample, regardless of the instructional method. Second, while both methods improved recognition equally, board games were more effective than movement-based games in fostering emotional word naming. Third, no significant changes were found in general vocabulary or listening comprehension, indicating that the intervention specifically targeted emotional vocabulary.

These findings have several practical implications. The success of both movement-based and board games highlights the value of integrating structured, game-based learning into early childhood education. While movement-based games may boost engagement and experiential learning, board games appear particularly beneficial for promoting expressive vocabulary. Combining both methods may offer a balanced approach addressing cognitive and motivational aspects of learning.

Moreover, the intervention's structured design—including pre-teaching, guided practice, and review—emphasizes the importance of clear objectives and scaffolded instruction. Finally, the study underscores the critical role of teacher mediation during play-based activities. Educators can support emotional vocabulary growth by modeling language, prompting thoughtful discussion, and providing supportive feedback. Professional development should equip teachers with evidence-based strategies to mediate emotional vocabulary learning effectively, thus fostering children’s emotional, social, and linguistic foundations.

Keywords: Emotional vocabulary, Kindergarten, Intervention program, Movement-based games, Board games, Language acquisition.