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Justification of the study. The relevance of the study is justified by the sensitivity of children 5-6 years old to develop an understanding of emotions. Therefore, many programs have been developed for the formation of voluntary control emotions based on the understanding of emotions. However, such programs use multidirectional means of developing an understanding of emotions. This suggests the incompleteness of using the potential of the child's understanding of emotions for the formation of voluntary control emotions in these programs.

The aim of the study. The aim is a theoretical analysis of programs that develop a child's understanding of emotions.

Methods. The method was a comparative analysis. The subject of the analysis was the objectives and content of the programs. The analysis of the objectives was carried out with respect to their functions for the formation of voluntary control emotions. The analysis of the content was carried out from the perspective of the development of the motivational component and from the perspective of the development of voluntary behavior.

Sample. Emotion understanding training programs were selected for the study. These programs are presented in peer-reviewed publications or comply with the Federal State Educational Standard. In total, 12 programs were analyzed of which 6 were partial and 6 were complex.

Results. The objectives, means, and motivational components of the analyzed programs reflect the value orientations of the program. There are value orientations aimed at developing the child's understanding of his own emotions or at developing an understanding of the emotions of others. Both presented value orientations are necessary for the formation of voluntary control emotions. The topic of understanding emotions has a wide potential for the formation of a child’s desire for voluntary control emotions through the development of non-situational personal communication. The main tools of mastering voluntary control emotions are behavioral strategies and rules of behavior.  Behavioral strategies as a means of the formation of voluntary emotion control are characterized by utilitarianism. The rules of behavior are characterized by a focus on awareness of the holistic situation. Recommendations for the formation of voluntary control emotions by developing an understanding of emotions were presented.

The paper presents the results of research devoted to mental representations functioning in preschool age. The results of studies of the formation of the metacognitive knowledge and understanding of emotions show the need to create conditions for the development of child mental representations. The experience of designing and creating educational situations, aimed at developing children’s ideas about the cognitive and emotional processes is described. Most important aspects of the content of the work and the methods of its implementation are highlighted. It is shown that in the work on the formation of children’s mental representations in verbal techniques can be used. The advantages of active learning methods (games and experiments) are shown. Evidence of the effectiveness of the work, indicating the possibility of formation of children’s mental representations are described.