Abstract
The study focuses on the development of communicative skills in preschoolers within the educational environment. The aim is to identify effective pedagogical conditions and methods that contribute to the formation of speech activity and social interaction in children. A mixed methodological approach was applied, incorporating both qualitative and quantitative methods. Diagnostic tools included methodologies by M. I. Lisina, O. V. Dybinа, L. A. Venger, and G. A. Tsukerman, as well as parental surveys and observations of children’s behavior in natural communicative situations. The experimental part of the study was conducted in KHKP "Nursery-Kindergarten No. 179" and No. 67 in Almaty, covering 30 preschoolers in senior groups. The results confirmed a significant increase in the level of communicative skills among preschoolers after the introduction of gaming technologies. The number of children with a high level of speech activity increased, while the proportion of children with a low level decreased more than three times. Data analysis revealed the high efficiency of role-playing and theatrical games, as well as the impact of the educational environment and parental involvement on children's communication development. The findings emphasize the need to integrate gaming methodologies into preschool education and further explore the impact of digital technologies on communicative skill formation.