INTERACTIVE GAME TECHNOLOGIES FOR ENHANCING SPEECH CULTURE IN PRIMARY EDUCATION

This article explores the pedagogical, psychological, and methodological foundations of developing speech culture in primary education through interactive game technologies. The study highlights the importance of game-based interactive activities in enriching learners’ vocabulary, improving grammatical competence, developing correct pronunciation, and strengthening communicative skills. Special attention is given to the role of interactive games in increasing pupils’ motivation, creativity, and active participation during the learning process.

The article also analyzes the theoretical views of scholars such as Lev Vygotsky, Daniil Elkonin, Maria Montessori, and Jerome Bruner on play-based and interactive learning, while justifying the adaptation of these approaches to modern Uzbek primary education practice.

In the contemporary educational system, the development of speech culture is considered one of the most essential tasks of pedagogy and psychology. Pupils’ oral speech, critical thinking, and communication abilities serve as important indicators of their intellectual and social development. The Law of the Republic of Uzbekistan “On Education” and the “New Uzbekistan Development Strategy” emphasize the necessity of improving communicative competence, encouraging free expression of ideas, and fostering a culture of communication as major criteria of educational quality.

The use of interactive game technologies in shaping the speech culture of primary school pupils has significant educational value. For children, games represent a natural and motivating form of activity through which they gain not only academic knowledge but also practical life skills. Therefore, interactive games function not only as effective teaching methods but also as powerful tools for cognitive, emotional, and social development.