The article deals with the problem of the realization of integration in the process of teaching a foreign language to children of preschool age. Integration is viewed as an important means of contemporary preschool educational system modernization as it helps children to get a unified, holistic vision of reality, synchronizes and synergistically unites cognitive and game activities of children in the field of learning content assimilation. The authors specify the meaning of the concept “interdisciplinary integration” consider this type of integration the most effective in teaching a foreign language to children of preschool age, as it is based on establishing relationships between different educational lines of preschool children, highlighted in syllabus requirements for preschool educational institutions where a foreign language, namely English is a focal point. The interdisciplinary integration gives an opportunity to ensure the content of English language assimilation by children, involving the knowledge and skills that they obtained in different fields. The authors analyze the syllabus requirements, define the content and procedural aspects of integration of the educational line “Foreign Language with lines: “Child’s Personality”, “Child in the World of Culture”, “Child’s Activity”, Child in Sensory and Cognitive Development “Child’s speech development”, “Child in Natural Environment”, “Child in a society”. The practical ways of the realization of interdisciplinary integration based on combination of language and speech activity of the learners with musical, art, physical, cognitive, labour, drama activities are described. The succession of the teachers’ actions in the process of integration incorporation into the context of English language classes in preschool institution is explained.