Emotional intelligence is a relatively new area of research, and more research is needed to fully understand the development of emotional intelligence in young children and its impact on their overall well-being. The development of emotional intelligence in primary school age begins in early childhood and continues throughout the school years. Parents and teachers play an important role in supporting the development of children's emotional intelligence. It is important to note that emotional intelligence is a multi-dimensional construct, and a child may have strengths in one area and difficulties in another. It is also important to consider that any child can have some level of emotional intelligence, but this may not be the only cause of any mental disorder, as there are many factors. The conducted experimental study allowed us to conclude that children of primary school age with sufficient frequency demonstrate such skills as determining their own emotions and the emotions of their comrades. In the process of observation, it was also found that most of the subjects do not have pronounced problems with the manifestation of emotions and empathy. On average, the mood of children either changes gradually, which is typical for their age, or remains unchanged without the influence of external factors.

Key words: emotional intelligence, children, primary school age, emotions, development.