PEDAGOGICAL AND LOGOPEDIC FOUNDATIONS OF DEVELOPING COMMUNICATIVE COMPETENCE IN PRESCHOOL CHILDREN THROUGH DIGITAL GAME TECHNOLOGIES
Keywords:
Communicative competence, preschool, digital game technologiesAbstract
The rapid diffusion of digital media into early childhood settings requires a theoretically grounded approach to using game technologies for communicative development. This article elucidates the pedagogical and logopedic foundations for integrating digital games into preschool education to foster communicative competence, defined as a dynamic system of linguistic, sociolinguistic, pragmatic, and strategic abilities appropriate to age. Drawing on sociocultural theory, play psychology, and contemporary logopedic practice, we argue that well-designed digital games can serve as mediated, dialogically rich environments where adult scaffolding and peer interaction co-construct speech actions. We describe a design logic that prioritizes semiotic richness, contingent feedback, and multimodal prompts aligned with speech therapy targets such as phonemic awareness, vocabulary expansion, grammatical structuring, and pragmatic turn-taking. A quasi-experimental implementation in typical mixed-ability groups is outlined to illustrate how game-based sessions can be embedded within daily routines and combined with micro-cycles of logopedic correction and reflective pedagogy. The article concludes with implications for curriculum design, assessment, and teacher preparation in digital pedagogy and logopedics.
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