Abstract: Early childhood is a critical stage for language and cognitive development, with vocabulary growth and critical thinking being key components for long-term academic success. This study examined the influence of interactive read-aloud on vocabulary acquisition and critical thinking among Standard One pupils in Tanzania. By incorporating teacher-pupil dialogue during reading sessions, interactive read-aloud provide opportunities for pupils to engage with new vocabulary in meaningful contexts and develop higher-order thinking skills. Employing a qualitative approach, this study analyzed data collected through classroom observations, teacher interviews, and secondary educational sources. Findings reveal that pupils who regularly participated in interactive read-aloud demonstrated notable improvements in vocabulary usage and critical thinking abilities. The results suggest that, when strategically implemented, interactive read-aloud enhances pupils’ cognitive and linguistic capacities. The study highlights the need for improved access to high-quality reading materials and teacher training to maximize the benefits of this instructional approach. Recommendations include professional development for teachers and investment in diverse literary resources.