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In this article, the authors focus on the problem of forming the emotional sphere of preschool children and their emotional well-being, in particular. Emotional well-being is considered as a component of psychological health in preschool age, since the success of his communication and interaction with others depends on the emotions that a child experiences and shows, and therefore the success of his social development. In addition, the article presents the results of an ascertaining experiment aimed at studying the level of forming emotional well-being in older preschool children. 178 preschool children took part in the experiment. Observational methods were used as the main methods for assessing the child’s emotional state and identifying the features of the formation of emotional well-being (observation «Studying the manifestation of a child’s emotional stability in a kindergarten group», the method of S.N. Gamova); testing (an adaptive method for conducting cross-sectional study of emotional well-being of the child in kindergarten by E.V. Kucherova); anxiety test by R. Tamml, M. Dorki, V. Amen; the method «Scale of social-situational anxiety» by A.M Prikhozhan); conversations with children (Dembo-Rubinstein’s «Ladder» method, modified By V. G. Shchur); parents ‘questionnaires (test-questionnaire of parental attitudes by L.Ya. Varga, V.V. Stolin); projective tests («My family» drawing test, A.M. Parishioners’ and Z. Vasilyauskaite’s «Draw yourself» method). The criteria and indicators of children’s emotional well-being are defined: the child’s emotionally positive state of health, emotional state of a child in a family environment, emotional stability, level of anxiety, level of self-esteem. In addition, the author’s definition of the concept of “emotional well-being” of preschool children is proposed. Qualitative and quantitative analysis of experimental data allowed us to identify three levels of emotional well-being of older preschool children. 55 preschool children (30.9%) showed a high level of emotional well-being; 64 preschool children (36%) showed an average level; 59 older preschool children (33.1%) showed a low level.

The presence of fears in preschoolers is a common problem any practicing psychologist faces in his or her work. In the present study we sought to determine whether a preschooler’s emotional ill-being reflects on the level of cognitive activities and the development of his social competence. The study involved 81 older age preschoolers from Moscow kindergartens. The average age of the girls is 69.2 months; the average age of the boys is 70.7 months. The analysis of the data obtained found no correlations between the amount of fears and the level of cognitive and social development. The data obtained suggests that the amount of fears as such do not affect the level of cognitive and social development, while increased levels of anxiety interfere with the successful cognitive activity of a child.

The study of the relationship between high level of anxiety and the degree of formation of higher mental functions in primary school children is presented. The high demands of parents to the child without regard to his individual characteristics lead to high levels of anxiety, lack of motivation to learn, underachievement. It was found that children without cognitive impairment often have a high level of anxiety and their neuropsychological status was characterized as low level of units of higher mental functions. Practical experience proves the effectiveness of a systematic approach to correcting the identified deficiency of symptoms in mental functioning, as well as the alignment of the emotional background.