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Relevance of the article. The development of emotional intelligence allows a person to successfully respond to the challenges facing him during his life. The need for the development of emotional intelligence is also confirmed by the documents regulating the sphere of preschool education. Developed emotional intelligence is also very important for the future of successful schooling, adaptation and building communication. The article presents the results of a theoretical study devoted to the problems of the formation of emotional intelligence in the field of language education of preschool children.

Research progress. Studies devoted to the problem of determining the essence and structure of emotional intelligence are analyzed. The analysis showed the importance of this type of work with preschoolers in teaching foreign languages, and also allowed to identify and describe the prerequisites for the development of emotional intelligence at an early stage of mastering a foreign language. The relevance of developing a problem in early foreign language teaching in accordance with the Federal State Educational Standard of Preschool Education, which sets tasks related to ensuring the social and communicative development of a preschool child, the formation of independence, purposefulness and self-regulation of their own actions; development of social and emotional intelligence, emotional responsiveness, empathy.

The results of the study. The development of emotional intelligence is one of the key components of the child’s psyche, which ensures the formation of his personality in ontogenesis and subsequent successful functioning in society. The priority of practical learning goals existing in the methodology of early foreign language teaching, suggesting a certain pragmatic orientation of the pedagogical process – the formation in a preschool child, first of all, of the ability to speak the language being studied and understand the speech of the interlocutor, does not allow to properly implement the requirement to ensure the development of emotional intelligence in preschool children.

Conclusions. The analysis of studies of the relationship between emotional intelligence and communicative properties, skills and abilities of the individual has shown that the development of emotional intelligence is especially organically integrated into the process of learning English. It is necessary for effective communication and develops in the best way within it, through the development of its speech competencies, through the improvement of the system of language means of the native and foreign languages assimilated by him, and along with the solution of educational and subject-related learning tasks, contributes to the implementation of one of the most effective approaches to teaching foreign languages – the communicative approach.

The analysis of the literature devoted to children’s readiness for school and success factors of schooling shows a clear current shift of emphasis. Traditionally children’s readiness for school and the allocation of psychological factors of success in learning was determined by a set of abilities and skills directly involved in training - especially the level of cognitive development, eye-hand coordination etc. At the present time researchers give greater significance to other factors: training and development of social and emotional competence are becoming important goals of schooling. Several studies have revealed the central role of emotional stability in the success of school education and the development of a child ‘s emotional sphere - a central element of the concept of “psychological readiness for school.” In this regard “emotional intelligence” development becomes a major goal of education and training in family and school. The author introduces the concept of emotional intelligence and emotional education program developed by Professor John Gottman - one of the most respected researchers in the field.

This article analyzes the problem of formation and development of empathy in preschool children. Empathy is considered as a significant factor of further development and operation of the emotional and social status of the child. Child development is unfolding through social interaction. Public attitudes to child and child relations with society influence the development of personality, cognition, emotions and social behavior. The article describes the main directions of development of empathy in the preschool years, as well as ways of its development in children in classroom settings.