EARLY ENGLISH LANGUAGE LEARNING FOR PRESCHOOL CHILDREN IN EUROPEAN UNION COUNTRIES AND IN UKRAINE: A COMPARATIVE ANALYSIS OF REGULATIONS AND PRACTICE

Abstract

The article presents a comparative analysis of the legal framework and practice of early English language learning at preschool level in four European Union member states (Sweden, Germany, France, Spain) and in Ukraine. The source base includes Eurydice, Eurostat documents, regulations of the national ministries of education, and Ukraine’s current legislative framework. Three implementation models are identified: centrally mandated (France), decentralized voluntary (Germany), and regional programmatic (Spain); the Swedish case is considered as a counter-example of a system with no early compulsory foreign language. Following the introduction of compulsory English from age five as of 1 September 2026, Ukraine is moving towards the French model but without comparable methodological support. The paper proposes a set of practical solutions adaptable to the Ukrainian context – short session limits (15 minutes), partial-load English teachers (German pattern), and partnerships with international organizations (Spanish pattern).