THE PEDAGOGICAL SIGNIFICANCE OF USING CREATIVE PLAY TECHNOLOGIES TO DEVELOP COMMUNICATIVE COMPETENCIES IN PRESCHOOL CHILDREN

Abstract

This paper examines the pedagogical significance of using creative play technologies to develop communicative competencies in preschool children. Creative play is conceptualized as a structured yet flexible learning environment in which children rehearse social roles, negotiate meanings, and construct speech acts through emotionally engaging scenarios. The study argues that communicative growth in early childhood is most sustainable when language is embedded in purposeful interaction rather than isolated drills, and that play-based technologies provide the conditions for such interaction by combining imagination, collaboration, and situational problem solving. The paper synthesizes developmental and sociocultural perspectives to explain how creative play activates dialogue, expands vocabulary, supports pragmatic language use, and strengthens socio-emotional regulation that underpins respectful communication. Particular attention is given to the educator’s facilitative role: designing communicative triggers, enriching the language environment, scaffolding peer interaction, and guiding reflective talk after play episodes. Methodologically, the work outlines a practice-oriented framework for integrating role play, dramatization, storytelling improvisation, and puppet-based interaction into preschool settings, with indicators for monitoring progress in turn-taking, listening, questioning, narrative coherence, and conflict resolution through speech. The analysis is aligned with contemporary priorities of preschool teacher education in Uzbekistan, emphasizing culturally relevant scenarios and classroom feasibility. The expected contribution is a pedagogically grounded model that clarifies why and how creative play technologies function as a core mechanism for building communicative competence in early childhood education.