This paper discusses the importance of the institutional context, i.e. the interconnectedness of different dimensions of said context, which determine the quality of its influence on children's development and on the development of communication between the educator and child. Furthermore, the contextual approach to learning a foreign language in kindergartens is examined. The paper aims to stress the importance of the role of educators and early childhood education and the creation of a stimulating spatial and material environment as necessary preconditions for a contextual approach to foreign language learning. Children have an innate desire to explore and communicate. Young children and preschoolers best learn a foreign language in a stimulating language context. This is best achieved through a situational or contextual approach to language learning, which allows the child to get to know, understand and meaningfully use a foreign language in several different games, activities and situations. Research has also been conducted on how educators encourage foreign language learning in kindergartens, children's interest in a foreign language and the role of the spatial-material environment in learning a foreign language.