Aspects of organizing foreign language training for preschool children in focuses on German development studies

This article studies certain aspects of organizing foreign language training for preschool children. It seeks to prove the efficiency of such globally established teaching methods as the communicative method, suggestopedia, and the total physical response method as implemented at Ukrainian preschool establishments. It focuses on the history of their development in the context of international education as well as their role in the development of speech in young children. The article explores a number of early age-specific psychological features while providing a critical evaluation of possible ways of applying educational materials developed by kindergartens as well as data of German early development studies in terms of activities of Ukrainian educators, psychologists, and kindergarten teachers.