Interactive smart technologies as an innovative and technological resource in the structure of speech therapy

the article explores the theoretical and practical dimensions of implementing interactive technologies within the modern educational system, with a particular focus on preschool learning. It is emphasized that in the context of educational modernization until 2030, interactive methods play a crucial role. The study highlights the pedagogical contributions of M. Montessori, as well as other prominent educators (K.D. Ushinsky, A.S. Makarenko, J.A. Comenius, V.A. Sukhomlinsky), who emphasized the importance of visual and play-based tools in teaching. Their ideas are shown to resonate in today’s smart technologies, including interactive whiteboards, mobile planetariums, interactive sandboxes, robotics sets, electronic constructors, and digital gaming platforms. The paper presents a functional classification of interactive tools (educational, diagnostic, instrumental, subject-oriented, and others), alongside diverse learning formats (individual, group, frontal, planetary, etc.). Special attention is given to the positive impact of interactive technologies on the development of cognitive processes, such as attention mobilization, information perception, thinking activation, and practical skill formation. The article concludes that effective integration of smart technologies requires professional pedagogical guidance, which not only enhances the quality of the educational process but also supports personality development and the successful social adaptation of learners.

interactive technologies, mental processes, educational process, pedagogical interaction, smart technologies, personal development, humane approach, reflection, joint activity, didactic methods, innovative technologies, environment creation, active learning, multisensory perception, cooperation, adaptation, functional literacy, modern teacher, educational technologies, competence formation