DEVELOPING CHILDREN'S COMMUNICATION SKILLS THROUGH PLAY ACTIVITIES IN INCLUSIVE PRESCHOOL EDUCATION

This article analyzes the theoretical and practical foundations for developing children's communication skills through play activities within inclusive preschool education. The aim of the study is to substantiate a methodological approach that combines a play environment, peer cooperation, adult support, and pedagogical supervision, taking into account the child's interests, individual capabilities, and the means of communication they use. A comparative study of regulatory documents, development theories, systematic reviews, meta-analyses, experimental studies, and official methodological recommendations is conducted. Communication is not limited to oral speech, but is illuminated as a process of exchanging content through gestures, object and pictorial signs, and additional means of communication.