Abstract
The article presents a comprehensive analysis of early football training for preschool children aged 3–6 years as a significant factor in the development of motor, cognitive, and social competencies. The relevance of the study is determined by the growing interest in early sports participation, the expansion of structured preschool football programs, and ongoing scientific debates regarding the effectiveness and safety of early specialization. The purpose of the study is to provide a scientific justification for the significance of early football training in preschool children, to analyze its impact on children’s physical, psycho-emotional, and social development, and to identify and generalize the most effective methodological approaches to early football instruction based on international experience. The methodological framework included an analytical review of contemporary scientific literature on developmental physiology, psychology, and sports pedagogy, a comparative analysis of international early football programs, and the results of semi-structured interviews conducted with coaches and parents of preschool children. The theoretical analysis of scientific sources and international practices indicates that, provided the principles of age appropriateness are observed, with a predominance of play-based activities, variability of motor tasks, and careful control of training load, early football participation may be considered a potentially effective means of developing coordination, motor skills, socialization, discipline, and sustained motivation for physical activity. The findings substantiate the need for further scientific research and methodological refinement of early football training practices for preschool children.