The subject of this paper is the acquisition of English grammar as a foreign language at an early age. The aim of the work was to analyze the practices and theory of grammar teaching in English language teaching at an early age, based on the available literature. In early and preschool education, grammar is taught discreetly, according to the inductive principle, in which the child's activity and authorship over the activity are important. As some of the factors that influence the acquisition of English grammar at an early age, the following are singled out: family environment, mother tongue, age, intelligence, motivation, influence of the media and teaching elements. The outcome of the early acquisition of grammar is conditioned by the adaptation of the content, social and physical environment, methods, means and other teaching elements to the possibilities, interests and needs of the children attending the group. Adaptation to the child implies the educator's knowledge of the theories of language acquisition and stages in the acquisition of the grammar of the mother tongue and foreign language, which enables timely and optimal support and flexible action. Situational learning and the TPR method are recognized as examples of good practice.