This study examines a pedagogical technology for preschool speech development based on the traditional Kazakh Asyk game (assyk-based game intervention). The aim was to determine whether the integration of structured Asyk game activities into speech development sessions improves pronunciation accuracy and syllable awareness among preschool children. The participants were 50 children aged 3–6 years (29 girls and 21 boys) enrolled in middle, senior, and preparatory groups of a preschool institution in Almaty, including children with diverse levels of speech development and special educational needs.

The intervention was implemented over one academic year and incorporated Asyk positions (zhatystar) as visual representations, rhythmic–syllabic tasks using colored Asyk pieces, speech games focused on verbalizing actions, and motor and sensorimotor components supporting speech engagement. Children’s pronunciation and syllable awareness were assessed before and after the intervention using level-based scales (low, medium, high).

Post-intervention results demonstrated a substantial increase in the proportion of children achieving medium and high pronunciation levels (from 30.0% to 74.0%), as well as improvements in syllable awareness (from 80.0% to 92.0%). The findings suggest that the proposed assyk-based game intervention represents an effective culturally responsive game-based approach for supporting oral speech development and early literacy precursors in preschool education.