Keyword: «game technologies»

The article examines the ways and methods of addressing the national game culture within the framework of individual and group work when teaching Russian in a multilingual environment. As specific examples, work with an audience speaking Armenian is taken.

The game-based methodology is an effective tool in teaching various disciplines, including English, as it enhances students' interest and motivation. Games can be used in any classroom, regardless of students' proficiency levels, adding variety to the learning process and facilitating better material retention.This article examines the use of didactic games in English language lessons. It explores strategies for implementing game-based methods and the necessary tools for their effective application. The primary goal of using games in teaching is to actively engage students in the educational process and maintain their motivation.The article includes a theoretical section that defines the concept of «game» and its significance in education. It analyzes the effectiveness of using game-based techniques, describes the research methodology, presents the study’s findings, and offers practical recommendations. The research aims to highlight the importance of game-based methods as part of the teaching process, focusing on their optimal organization and the selection of the most suitable game formats for learning English.

The article is devoted to the study of the development of cognitive activity of a preschooler with mental retardation by means of didactic play. It will consider practical methods of using gaming technologies and theoretical aspects of the formation of cognitive processes in children of this category. Thus, it is possible to see how the dynamics in the development of thinking, attention and motivation for learning improve in children aged 5-6 years. The author presents the results of a practical study conducted with a group of preschool children aged 5-6 years, where various didactic games aimed at thinking, attention and sensory development were used. The article includes examples of games, a table with their description and recommendations for implementation in the correctional and pedagogical process. Speech pathologists, educators and parents to organize educational activities with children with intellectual disabilities can use the research materials.