A key issue in English education for teachers or non-native TEE (Teaching English in English) teachers in young learners` English classes is children`s short concentration span. Through a survey of the relevant literature, this paper suggests two traits of meaning-focused input for dealing with the concentration issue: the input should be interesting and understandable, and the provision of meaning-focused input should be effective. Using the keyword “kindergarten and English”were used to find appropriate videos via Google and on YouTube; these videos were used as data for this study. Using video analysis, this research investigates what types of strategies are actually available in kindergarten English classes. After videos of 20 kindergartens with 300 students were collected, teachers` input and students` output strategies were evaluated by a classification scheme based on Dornyei`s (1995) compensatory strategies. The results showed that prefabricated patterns, repetition, and non-linguistic signals were the most frequently used strategies. The results also showed that teachers` input consisted of simple patterns of classroom English and two- or three-word sentences. Furthermore, it was shown that repetition occurred through prefabricated patterns, and teachers` non-linguistic signals assisted students in understanding teachers` input.