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Possibilities of Digital Gamification for the Development of Communication Skills of Bilingual Preschoolers
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Author(s): Natalya Novik (Kazan (Volga Region) Federal University, Russia)and Antonina Sovina (Kazan (Volga Region) Federal University, Russia)
Copyright: 2026
Pages: 10
Source title:
The Role of Smart Education in a Complex World
Source Author(s)/Editor(s): G. S. Prakasha (Christ University, India), Maria Lapina (North-Caucasus Federal University, Russia), Francisco David Guillén Gámez (University of Málaga, Spain)and Juan J. Leiva-Olivencia (University of Málaga, Spain)
DOI: 10.4018/979-8-3373-7912-8.ch011
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Abstract
The high level of mixed marriages and the multinational diversity of the Russian Federation determine the relevance of this topic. Children born in such families are immersed in a bilingual environment and cultural interaction from an early age. One of the insufficiently studied aspects of pedagogy, despite the active attention to digitalization in education, is the use of digital gamification to develop communication skills in bilingual children at preschool age. The purpose of the study is to identify the potential of digital gamification for the development of communication skills in bilingual preschoolers in a kindergarten, as well as in the process of interaction between teachers and parents within the framework of this problem. The article presents practical recommendations for teachers to involve parents of bilingual preschoolers in the process of developing communication skills, a “Talking Route” has been developed in the Tatar and Russian languages. For the study, preference was given to the senior preschool age of bilingual children, since by the end of preschool childhood, children should have fully developed communication skills in a bilingual environment. This article offers a more detailed analysis of the application of digital gamification in kindergartens for the development of communication skills in bilingual children, and also suggests ways to update the educational program of preschool educational organizations. The described approach has the potential to transform the educational process and promote the development of high levels of communication in bilingual children. The results of the study contribute to the improvement of methods for developing communication skills in bilingual children in preschool education, as well as the development of digital gaming solutions specifically targeted at older preschool children with bilingual experience. Such creation and use of digital gamification tools can significantly improve the learning process and help children in their linguistic and social development, ensuring that they interact more successfully in society.
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