Pedagogical And Logopedic Foundations Of Using Computer Games In The Development Of Dialogic Speech In Preschool Children

Abstract

The rapid penetration of digital media into early childhood presents both opportunities and risks for language development. This article systematizes the pedagogical and logopedic foundations for employing computer games to stimulate dialogic speech in preschool children. Drawing on sociocultural and dialogic pedagogy, multimedia learning, and cognitive load theory, as well as clinically grounded logopedic practice, we develop an integrated framework that explains how specifically designed computer games can support turn-taking, pragmatic intent, lexical-grammatical expansion, phonological shaping, and prosodic regulation in children aged four to six. Methodologically, the paper combines a scoping review of empirical and practitioner literature with design-based reasoning to derive principles for game-mediated interaction in both inclusive kindergarten settings and individual speech therapy. The results synthesize conditions under which digital play is most facilitative: adult-guided joint media engagement; narrative and rule structures that elicit genuine conversational responses; adaptive, low-load feedback loops; and tightly coupled off-screen consolidation routines. We map core logopedic targets to game mechanics such as avatar-mediated dialogue, microphone-based repetition with visual spectrogram feedback, and cooperative quests that require contingent speech acts. The proposed framework enables teachers and speech-language therapists to make principled, evidence-informed decisions about when and how computer games can advance dialogic competence rather than merely entertain.