Özet:

It is quite common that early childhood beginnings to learn a different language from the mother tongue are useful in terms of earning time to develop language skills and building the mind for subsequent learning. Teachers and parents who want to prepare their children for future professions and life in a new world order have concerns and questions about the most appropriate time to give the child at least one different language. The scope of this study is limited to finding answers to the best time to start learning a foreign language in early childhood, the possible effects of learning a foreign language on the acquisition of the mother tongue, and what can be done to make the child the best benefit from the opportunities to learn a foreign language in early childhood. From here, the aim of this study is to analyze current research and to inform the pre-school teachers, the persons who determine the educational policy and the parents who have little children in early childhood about the learning of foreign languages. The findings from the theory and research in the field published related to the expressed purposes are as follows: Two basic perspectives on the age of starting to learn a foreign language are early start and late start. The effects of the learning foreign language on the development of the mother tongue in the early period, while the acquisition of the mother tongue continues, are different from the use of the mother tongue effectively or not, the regular practice and the language used in the environment, and this backward transfer can be in the positive direction first negative according to the level of competence in the foreign language, and then as the competence increases. More benefit from language learning is possible with the teacher's knowledge of the language, the length of the child's language exposure and the participation of the parents. The findings obtained from the field have been discussed in recommendations for practitioners and advanced research.

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