Сборник научных статей научно-практической конференции «Байтанаевские чтения-Х»

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the human brain reaches its peak from birth to 12 years. Therefore during this period 
our brain absorbs any information like a sponge, and after that it gradually loses its 
flexibility to perceive data. This is what Masaru Ibuka, founder of SONY, director of 
the Early Development Association and the Talent Training Organization, writes 
about in his book "After Three it's Too Late": "For a child who does not have clear, 
well-established ideas about what is "difficult" or "easy" - English or Japanese,
Bach's music or children's songs, monotonous music or harmony of sounds - 
everything should start at the same time, everything is equally new to him. Young 
children have the ability to learn anything. What they learn without any effort in 2, 3 
or 4 years, in the future is given to them with difficulty or not at all. What adults learn 
with difficulty, children learn effortlessly. What adults learn at a snail's pace is given 
to children almost instantly. Adults are sometimes lazy to learn, while children are 
always ready to learn. One of the most difficult activities for a person is learning 
foreign languages, learning to read and play the violin or piano. Such skills are 
difficult for adults to master, and for children it is almost an unconscious effort.".[3] 
And this is only one of the reasons for learning a foreign language at a young age.
The second reason lies in the fact that children (up to 9 years old) perceive a 
foreign language as a means of communication like their native language. That is, 
foreign and native languages are learned in the process of communication, as it 
happens when they are mastered simultaneously, and not with special training, the 
child's bilingualism is formed as natural. A child can use both languages to interact 
with the outside world and express his thoughts and emotions in each of them without 
any problems.[1] And when teaching a certain language in special educational 
institutions, children (after the age of 9) tend to think of language as a subject that is 
studied and used only as part of a lesson. Of course, if an individual wants to master 
the language as a native speaker in the future, he will succeed, but it will take a lot of 
effort and time. 
As we said earlier, young children can become bilinguals precisely because 
they study a second language in parallel with their native language and do not 
perceive it as something alien. At an early age, they are able to learn a lot of new 
words, while the process of understanding a new language goes for them according to 
the same laws as their native one. It is best, according to all researchers, to start 
learning a foreign language at 5-8 years old, when the system of the native language 
has already been mastered well enough, and he already refers to the new language 
consciously. Preschool children have exclusively mechanical memory, the ability to 
reproduce what they have heard without much difficulty. These children have highly 
developed perception and hearing acuity, they quickly grasp the subtleties of 
listening, they have an interest in understanding their speech apparatus. Another 
approach is for the child to first master his native language well, and then begin to 
immerse himself in another language environment. Adherents of this approach 
believe that it is best to study a foreign language at 5-8 years old, when the child's 
native language system is already well mastered, and he treats the new language 
consciously. It is at this age that there are still few cliches of speech behavior, there 
are no great difficulties in establishing contact in a foreign language. 

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Thirdly, it's no secret that for children up to school age, the most important 
action is the game. L.S. Vygotsky and D.B.Elkonin note that the game is not only the 
main activity of the child, but also the main incentive for their development. Because 
during the game, children must constantly think about their actions and words in 
order to win. Subsequently, the mental activity of the brain improves and they do not 
consciously use the language they are learning. In each game there are rules that the 
child must follow, subordinate his freedom to game tasks. When assigning roles, they 
need to be given free rein to choose, and when arguing for the same role, English 
chits will help. Role-playing fun contributes to the adaptation of children to the team, 
to the life of adults. Consequently, the English language education of preschoolers 
has its own characteristics, which are based on the psychophysiological development 
of preschool children, therefore, it should differ significantly from primary school 
education. During the entire study, it is necessary to maintain the unity of forms and 
types of work, while there should be visibility, imagery and play orientation of the 
activities of preschool children. 
Glen Doman, American physician, head of the Institute for Human Potential 
Achievement in Philadelphia, author of the books "Harmonious development of the 
child", "How to give your child encyclopedic knowledge", etc. He cites the following 
facts from his long-term practice: "If any adult wants to quickly acquire an inferiority 
complex, then all that needs to be done is to compete in learning a foreign language 
with a one-and-a-half-year-old baby......If a child is born in a family where two 
languages are spoken, then he will speak two. If there are three languages in use in 
the family, he will speak three, four - four. And so on - there is no limit to perfection 
here. And this is the biggest linguistic miracle I know." According to G. Doman, it is 
necessary to start teaching a child a foreign language literally from a few months. 
Tens of thousands of children have already been trained at his institute according to 
his program. Its essence is that the most productive period for learning is the period 
when the brain grows, and the opportunities for learning during this period are truly 
unique. 
Teaching children a foreign language is considered as one of the important 
stages of their preparation for school. Early bilingualism has a positive effect on the 
development of memory, attention stability, reaction speed, logic, arbitrariness of 
behavior, creative independence. Studies confirm that fully developing bilingual 
children study well and master abstract sciences, literature and other foreign 
languages. In addition, they get acquainted with the new culture and the peculiarities 
of the manners of other nations by mastering their way of thinking.[2] 
In connection with the above studies of scientists, educational psychologists, 
practitioners and theorists, doctors, it can be stated with confidence that the study of a 
foreign language can and should be included in the grid of classes in preschool 
institutions. When starting classes with preschoolers, it is necessary to take into 
account essential methodological recommendations. Of course, it is necessary to take 
into account the individual characteristics of each child, to comply with the 
psychological and pedagogical requirements for age categories. First of all, classes 
should be held in a playful way and with the maximum use of visual material. 

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In this article we tried to highlight the features of early learning of a foreign 
language. Consequently, teaching English to preschoolers has its own characteristics, 
which are based on the psycho-physiological development of preschoolers, so they 
should differ significantly from school education. Thus, early learning of a foreign 
language makes a significant contribution to the formation of a harmoniously 
developed child's personality and preparation for better adapting it to the multilingual 
and multicultural situation in the modern world. 

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