SOME PEDAGOGICAL APPROACHES FOR IMPROVING THE PRONUNCIATION OF PRESCHOOL CHILDREN AGED 5-6 THROUGH USING LEARNING GAMES

Abstract

Accurate pronunciation is a key factor in the process of language development, contributing to the formation of effective communication skills and helping children acquire knowledge at the next educational stage. At the age of 5-6, children are at the stage of completing their language development and preparing for entry into primary school. Therefore, the practice of correct pronunciation is not only important for daily communication but also establishes a crucial foundation for learning, particularly reading and writing skills. Based on the psychological and cognitive characteristics of preschool children, this study aims to propose and experiment with several pedagogical measures for pronunciation practice through learning games. This approach aligns with children’s natural tendency to “learn through play,” simultaneously stimulating interest and enabling them to practice pronunciation in a natural, enjoyable, and effective way. Initial experimental results indicate that learning games not only enhance children’s motivation for participate in language activities but also significantly improve the pronunciation abilities of 5- 6-year-olds. The study contributes to affirming the role of integrating games into language education while providing practical implications for preschool teachers in organizing pronunciation practice, thereby improving the quality of school readiness for children before entering primary education.