This thesis details the journey of a Self-Study Action Research project. Its aim was to find ways in which oral language could be effectively taught through playful learning experiences. At the beginning of the Action Research journey, I identified my values: communication, play and equality. I then examined my practice to see if I had any concerns. I identified that oral language needed to be developed in my class. I also recognised that the opportunities which I provided oral language experiences needed to be more engaging and playful. This led to the formulation of my research question, ‘How can I better support oral language development through playful learning experiences in my Junior Infant classroom?’ Self-Study Action Research was the most appropriate for this study. The focus of Self-Study Action Research is on oneself in relation to others and to your practice (Mc Donagh, 2021). The study involved 16 Junior Infant children, aged between four and six years old at the time of the research being carried out. The intervention took the form of the introduction of a puppet to the class with a cross-curricular planned approach to teaching targeted vocabulary and language. The research was conducted over three cycles, lasting three months. During the research I gathered a mix of qualitative and quantitative data and through thematic data analysis, I triangulated the results. The findings suggest that the introduction of the puppet had an overall positive effect on the children’s motivation, listening, engagement and vocabulary. The intervention caused me to reflect on my value of play and created an opportunity for me to critically examine my own practice. Finally, and the most interesting and unexpected finding of the introduction of the puppet to the classroom was its effect on a child with Selective Mutism. The introduction of the puppet acted as a vehicle for communication for him.