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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 aim of the article is to help children and their parents in a difficult period of child’s adjustment to the school. The authors examine the relationship of psychological readiness and success of the child’s entry into school life. Indicators of these process successfulness are described. The article highlights the series of preparatory steps for school and the begining of the school life. Possibilities of support of first-graders in this interesting and difficult path to adulthood are explored. The answers to the questions whether the child knows the rules and able to comply with them without supervision by the parents and other adults, whether the child is ready to build a relationship with the teacher and peers in the form of cooperation are provided. Guidelines for psychological care to ensure safe entry child in school life are described.