SOME PSYCHOLOGICAL ASPECTS OF EARLY TEACHING OF A FOREIGN LANGUAGE TO CHILDREN

The problem of children's psychological readiness for learning has always been relevant, since the success of the future development and education of children depends on the methods of its solution, which is the key not only to their competitive ability in the labor market, but also to their success in later life in general. At the moment, there is a tendency for an earlier start of education, since many parents tend to start this process from 3-4 years old. Thus, the purpose of this article is to identify the main components of a child's psychological readiness for early learning in general and for early learning of a foreign language in particular. The work used the results of studies of Russian and foreign scientists concerning the main components of children's psychological readiness for learning. The article highlights the main components of children's psychological readiness for learning: personal, intellectual, emotional-volitional and physiological. These components represent the necessary and sufficient level of the child's mental development to start learning on a program of any complexity, including for learning a foreign language, taking into account the peculiarities of this process.

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