COMMUNICATIVE LANGUAGE TEACHING IN EARLY CHILDHOOD EDUCATION: THEORETICAL FOUNDATIONS AND PRACTICAL IMPLICATIONS

Early foreign language instruction has become a strategic priority in contemporary education systems. However, teaching English to preschool children requires age-appropriate pedagogical approaches that differ substantially from traditional grammar-based methods. This article examines the theoretical foundations and pedagogical implications of Communicative Language Teaching (CLT) in early childhood education. Drawing upon psychological, linguistic, and methodological perspectives, the study analyzes how communicative environments, play-based learning, interaction, and visual support contribute to the development of young learners’ speaking skills. The paper proposes a conceptual framework for organizing preschool English instruction based on communicative principles. The findings demonstrate that CLT fosters natural language acquisition, increases motivation, and enhances children’s confidence in oral communication. The study offers methodological recommendations for teachers and curriculum designers in early childhood education.