The purpose of this article is to provide a theoretical substantiation and practical development of a methodology for teaching preschool children a foreign language in various types of non-speech activities. In accordance with this, a research hypothesis was formulated: teaching English to preschool children (i.e., developing their elementary skills and abilities in foreign language oral activity) will be more effective if it is carried out on the basis of specially organized types of subject-practical non-speech activity, which make up a single system of education and are the source and sphere of communication for preschool children