LOGOPEDIC AND PEDAGOGICAL MECHANISMS OF DEVELOPING DIALOGIC SPEECH IN PRESCHOOL CHILDREN IN THE DIGITAL EDUCATIONAL ENVIRONMENT

Abstract

This article substantiates an integrated system of logopedic and pedagogical mechanisms for developing dialogic speech in preschool children within a digital educational environment. Building on socio-cultural and interactionist theories, we argue that digital tools can amplify adult–child and peer–peer dialogue when they are embedded in logopedic micro-techniques and coherent pedagogical design. The paper clarifies how articulation placement, phonemic cueing, rhythmic pacing, and semantic–pragmatic scaffolding can be operationalized through multimedia feedback, adaptive tasks, and dialogic storytelling applications. A practice-oriented model is proposed that aligns therapist–teacher co-planning, multimodal prompts, scripted micro-dialogues, and parent tele-coaching. We describe a feasible twelve-week implementation framework and an evaluation strategy combining conversational analysis, turn-taking metrics, and standardized language measures. The article concludes with practical recommendations on combining digital resources with evidence-based logopedic techniques and dialogic pedagogy while safeguarding children’s well-being and equity of access.