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The relevance of the topic of the article. The level of emotional competence in early and preschool age has a significant impact on the formation of personal characteristics (self-esteem, empathy, level of destructive aggression), success of social interaction (ability to cooperate, conflict, tendency to deceit, envy, etc.), as well as the child’s involvement in the educational process and academic achievements in kindergarten and school.

The aim of the study. Based on the research review, we describe the factors of the family and educational environment that determine the development of the ability to regulate and recognize emotions in preschool age.

Description of the research progress. The article presents a review of 57 studies concerning the problem of emotional development of preschool and primary school children. Special attention is paid to such aspects as: the influence of family characteristics and the characteristics of the home environment, the relationship with speech and physical development, the influence of educational environment factors and the relationship with future school success.

The results of the study. The following positions are formulated: the age of children in the preschool period of life is a significant factor in increasing the level of emotional competence. In primary school, the role of age decreases and then has a significant impact already in adolescence; the determining role in the formation of emotional competence is played by the family and the characteristics of the home environment, where the child’s early and preschool childhood takes place; the level of emotional competence of preschool and primary school children is significantly related to the level of speech development, both in terms of the ability to regulate and recognize emotions.

Conclusion. The level of emotional regulation, expressiveness and the ability to recognize emotions, in preschool and primary school age, respond well to targeted pedagogical influence. An important factor in emotional development is the strategy of the teacher’s co-regulation of emotions, especially in kindergarten; the ability to recognize and regulate emotions in kindergarten is a significant predictor of school success, involvement in the educational process, adaptation to school life, and academic performance.

The ability to recognize emotional states by the expression of the face is part of the group of competencies necessary for the successful implementation of communication activities. Body language, as an important means of communication, is ambiguous in content, which can lead to difficulties in understanding and responding to information (M. Lisina, Kh. Sherjazdanova). The relevance of learning how to recognize emotions in preschool age is related to the high importance of communicative competence for the child’s socialization in kindergarten and preparation for school.

This paper analyzes research on the characteristics and conditions of development of the ability to recognize emotions in childhood. The majority of scientists allocate the following factors: recognition of emotions by facial expression passes a way from the undifferentiated perception of a sign of emotion through allocation of separate elements of mimicry to the integral and generalized perception; there are distinctions in type of perception of emotions of different modalities; ability to recognize emotions depends on experience of child-parent relations and influences personal and social development of the child.

Based on the results of research by A. Shtetinina, E. Listik, M. Kuzmishcheva, J. Russell, D. Lable, R. Thomson, T. Forslund, S. Denham, etc., the hypothesis about the relationship between the two determinants that make the success of the recognition of emotions in preschool age: the development of the proper cognitive means involved in the process and the peculiarities of interpersonal relationships between the child and parents is substantiated. This conclusion is consistent with the provisions of L. Vygotsky, L. Bozhovich, M. Lisina and others on the important role of communication with a close adult for the mental development of the child: the adult acts as a source of various influences, enriches the experience of the child, sets the task of mastering new knowledge, supports and corrects his efforts, as well as acts as a role model for the child.