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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 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.