This thesis presents some of the methods and techniques implemented in teaching the English language that have been found to have the most favourable impact on English as a foreign language (EFL) acquisition in the early childhood and preschool-aged groups. In the theoretical part of this paper, language development of children and different theories on speech and language development are presented. Numerous researchers have attempted to explain language acquisition in their own way, and even though there are some differences in their descriptions very often they have reached similar conclusions. Children who have been exposed to the English language at an early age, as a rule have been found to achieve better results later in life because they acquire the content faster and more easily, and they have a positive attitude towards the English language. Therefore, this thesis provides a description of how early childhood and preschool-aged children generally acquire language and which factors influence their acquisition. In addition, four contemporary foreign language teaching methods suitable for working with children of early childhood and preschool age are described in detail. This paper emphasizes the importance of early childhood and preschool institutions and the role of preschool teachers in EFL learning and acquisition in early childhood and preschool age. The main part of this thesis focuses on the results of the research conducted with the aim of gaining a clearer insight into children’s attitudes related to the activities implemented in the early learning of English in the target early childhood and preschool institution. The research participants were twenty children between the ages of four and seven. Based on the children’s responses, it may be proposed that the Total Physical Response (TPR) and Situational Language Teaching (SLL) methods are the best choice for teaching English in this age group.