Introduction The Problem of Learning Difficulties is one of the many problems faced by different learning systems. It contributes with a key role in occurrence of the so-called educational leakage or educational loss unless it is identified early in the child’s life and the appropriate intervention is provided to prevent the development of those difficulties (Adel Al-Ghanayem , 2016, p. 7). Playing is a key approach to the child, as it is a functional approach to the child’s world. It influences the formation of his/her personality during the childhood years. That is why Jean-Jacques Rousseau called for giving the child great freedom of movement and play. Play has many types, including Synthetic Games. Synthetic Games help the child develop his/her skills in expressing his/her emotions in a socially-acceptable manner. In addition, it increases the child’s confidence through his/her sense of success and efficiency in dealing with the tools. Synthetic Games are the basis of the present study on which the Training Program focuses. The Training Program is based on Synthetic Games. When delving into the child’s world and its different stages of development, as explained by (Ali Al-Hindawi, 2003, pg. 96), we find that the child puts things together when playing, and whenever the objects form something familiar, s/he feels happy and joyful. In advanced stages, s/he uses objects in a specific and appropriate way. In fact, Synthetic Games develop into a more collective, diversified, and complex activity amongst them. Interest in synthetic games is an important aspect of children’s play, as children put things next to each other without a prior plan. If they represent a familiar model to him/her, s/he rejoices at what s/he has achieved. Six-yearolds resort to using objects in a specific and appropriate way. With the development of growth, the child’s ability to distinguish between reality and imagination grows, then play becomes less imaginative and more constructive. Children differ in their ability to build and assemble (Fedaa Hussein, 2015, p. 6). Multiple studies have stressed the importance of synthetic games for the development of many different academic and developmental fields amongst children. Problem of the Study The problem of the study can be summed up in the following main question:  How effective is the training program based on synthetic games in developing oral expression among preschoolers at risk of facing learning difficulties? Objectives of the Study  Testing and identifying the effectiveness of a training program based on synthetic games in developing oral expression among a sample of preschoolers at risk of facing learning difficulties.  Identifying the extent of the continuity of the impact of the Program based on synthetic games in developing oral expression skill after the end of the Program and during the follow-up period. Significance of the Study - Caring for preschoolers can positively affect their future academic lives. 2 - Stressing the significance of oral expression among preschoolers at risk of facing learning difficulties. - The results of the present study can contribute to providing a basis for subsequent experimental studies that propose different methods to alleviate the suffering of this group of children at risk of learning difficulties. - Developing and applying a Training Program Based on Construction Toys in developing oral expression among preschoolers at risk of facing learning difficulties. - The present study can contribute to assisting teachers, parents, specialists, and decision-makers in this regard to develop solutions and programs to develop oral expression among preschoolers at risk of learning difficulties. - Helping developers of preschool curriculum, in the light of the findings of the present study, identify some appropriate oral expression skills for preschoolers and combining efforts for a very important stage of the child’s development, which is his/her preschool stage, given this stage is highly significant in building the human personality. In fact, care must be given to multiple aspects of child development, especially the cognitive and linguistic aspects. - The present study provides a set of educational recommendations for dealing with the category of preschoolers at risk of learning difficulties. Limitations of the Study Place Limitations: The Program was implemented in a number of schools affiliated to the Zifta Educational Administration. Time Limitations: The Program was implemented in the second semester of the 2021-2022 academic year. Sample Limitations: The study sample consisted of (12) preschoolers at risk of learning difficulties, from the kindergarten stage, and their ages ranged from 5 to 6 years. They were divided into two groups, and equivalence was achieved between the two groups in terms of the social and economic level and the level of deficiency in oral expression. Experimental Group: It includes (6) preschoolers with shortcomings in the skill of oral expression. The Program was applied to them. Control Group: It includes (6) preschoolers with shortcomings in the skill of oral expression. The Program was not applied to them. Methodological Limitations: In the present study, the researcher used the Experimental Method with the Experimental Group and Control Groups. This depends on making pre- and post-measurements between the two groups to find out the effect of the independent variable (a Program Based on Construction Toys) on the dependent variable (Verbal Expression) among preschoolers at risk of learning difficulties. This is followed by a measurement to identify the progress of verbal expression skills among preschoolers at risk of learning difficulties. Tools of the Study  The Stanford-Binet Intelligence Test, Fifth Edition, Edited by (Abu El-Nil, 2011). 3  Standardized Children’s Games Test, Developed by (Adel Abdullah, 2006).  “Qnst” Quick Neurological Screening Test, Developed by (Abdul-Wahab Muhammad, 2010).  A Group of Tests for Some Pre-Academic Skills for Kindergarten Children, Developed by (Adel Abdullah, 2006).  A List for Measuring Verbal Expression of Preschoolers at Risk of Learning Difficulties, Developed by (Adel Abdullah and Ikram Abdel-Azim).  A Training Program Based on Construction Toys for Preschoolers at Risk of Learning Difficulties, Developed by (Adel Abdullah and Ikram Abdel-Azim).  After reviewing the theoretical frameworks and the results of previous studies, the hypotheses of the present study were drafted as follows: 1. There are statistically-significant differences between the mean scores of the Experimental Group and Control Group in the Post-Measurement of Verbal Expression Skills in favor of the Experimental Group. 2. There are statistically-significant differences between the mean scores of the Experimental Group in the pre- and post-measurement of Verbal Expression Skills in favor of the post-measurement. 3. There are no statistically-significant differences between the mean scores of the Experimental Group in the post and follow-up measures of Verbal Expression Skills. Findings of the Study The findings of the study can be summarized in the following: 1- There are statistically-significant differences at (0,01) between the scores of the Experimental Group and Control Group (preschoolers at risk of learning difficulties) in the post-measurement after applying the Program in favor of the Experimental Group. 2- There are statistically-significant differences at (0,01) between the scores of the Experimental Group (preschoolers at risk of learning difficulties) in the pre- and post-measurements of Verbal Expression Skills in favor of the post-measurement. 3- There are no statistically-significant differences between the mean scores of the Experimental Group (preschoolers at risk of learning difficulties) in the post and follow-up measurements of Verbal Expression Skills after a month of follow-up of the application of the Program