This research aimed to identify the impact of Ecuadorian children's stories on the development of expressive vocabulary in children at an educational institution in Quito through the development of an animated reading process. The research followed an exploratory, descriptive, and correlational scope with a quantitative approach. The population comprised 81 children (43 boys and 38 girls) aged 6. Four reading stimulation workshops were implemented using Ecuadorian stories and evaluated using a Likert scale. Subsequently, M. Gardner’s Expressive Vocabulary Figure/Word Test was used to evaluate the expressive vocabulary of the participants. The results demonstrated the effectiveness of the reading stimulation workshops using Ecuadorian children's stories, with a success rate of 93.33%, attributed to implementing three dynamic phases during the workshops (introductory phase, reading of the story, and post-story phase). Furthermore, the expressive vocabulary test showed that 66.67% of the population has a medium level of expressive vocabulary. This result is supported by previous studies that indicate that 67% of children participating in activities related to children's stories have vocabulary levels appropriate for their age. It was concluded that working with Ecuadorian children's stories in the context of reading animation workshops offers a variety of creative strategies that can help break away from traditional routines and storytelling methods.