THE ROLE OF DIGITAL TECHNOLOGIES IN FOSTERING FOREIGN LANGUAGE ACQUISITION IN PRESCHOOL CHILDREN

Abstract

This academic article investigates the pivotal role of digital technologies in enhancing foreign language acquisition among preschool-aged children (3–6 years old). Early childhood education (ECE) presents unique pedagogical challenges for language instruction, primarily due to the inherent cognitive and emotional characteristics of this age group, such as short attention spans, reliance on sensory input, and the necessity of play-based learning environments. The research thoroughly analyzes how digital tools—including interactive applications, sophisticated gamified learning platforms, and immersive multimedia content—successfully address these challenges by leveraging principles of multimodal input, personalized pacing through adaptive algorithms, and exceptionally high engagement levels. The theoretical framework meticulously links the strategic use of technology to established pedagogical concepts, particularly Lev Vygotsky’s Zone of Proximal Development (ZPD) for scaffolding and Stephen Krashen’s Input Hypothesis, arguing that well-designed digital environments provide optimal, comprehensible (i + 1), and high-frequency language exposure with minimal affective barriers. Furthermore, the article explores the benefits of digital gamification in simultaneously promoting essential non-linguistic cognitive development, such as problem-solving and executive function, alongside core linguistic skills. Finally, it discusses practical and ethical strategies for integrating these powerful tools effectively into the ECE curriculum while mitigating significant risks associated with passive and excessive screen time and ensuring rigorous control over content quality and security.