Abstract. The article is devoted to the issue of software of emotional sphere development at preschoolers in modern preschool education. The study object is the process of development of the components of emotional sphere at children ages 3-7. The study subject are the educational goals, tasks, structure, content and the methodical support of partial programs aimed at development of preschoolers' emotional sphere. Based on theoretical analysis of modern partial programs for the development of children's emotional sphere the author comes to a conclusion about the priority of the game form of organization of developing classes with children and their directionality on the acquisition of emotional competence skills by children. Keywords: emotional sphere; emotional development; preschoolers; partial programs for the development of emotional sphere.Период дошкольного детства является сензитивным для развития когнитивного, аффективного, экспрессивного и импрес-сивного компонентов эмоциональной сфе-ры ребенка. В этот период функциональ-ная потребность ребенка в эмоциональном насыщении преобразуется в стремление к определенным переживаниям собствен-ных отношений к действительности и ста-новится важным фактором, определяю-щим направленность его личности; про-исходит развитие системы представлений об эмоциях и словаря эмоциональной лек-сики, эмоционального реагирования и эмоциональных отношений, способов вы-ражения эмоциональных состояний и навыков их распознавания. Следует осо-бенно подчеркнуть, что через эмоцио-нальную сферу как наиболее открытую область внутреннего мира ребенка проис-ходит формирование более сложных, ин-тегральных личностных образований.Прежде чем перейти к характеристике парциальных программ развития и обога-щения эмоциональной сферы детей, обра-тим внимание на то, что почти все пред-ставленные ниже программы, за исключе-нием адресованных педагогам программ «Дружные ребята», «Познаю себя», «Эмоциональное развитие детей 5-10 лет» и «Я-Ты-Мы», ориентированы на их практическую реализацию педагогом-психологом. Тем не менее часть из них могут использоваться и воспитателями в совместной образовательной деятельно-сти с детьми. Речь идет о таких програм-мах, как: «Давай познакомимся!», «Здрав-ствуй, я сам!», «Знакомим детей с эмоци-ональным миром человека», программа развития эмоциональной компетентности детей 5-6 лет, «Путешествие с Гномом», «Театр настроений», «Тропинка к своему Я».

Abstract. The article is devoted to the problem of studying the peculiarities of emotion regulation by senior preschoolers. The study subject is the emotion regulation strategies of sadness, anger, and fear used by children aged 5-7 in emotiogenic situations that are personally meaningful for them. Based on the analysis of data study the author concludes that preschoolers can better to control of their own emotional displays in various social contexts, subject to their awareness in behavioral strategies of emotion regulation (e.g., attention switching, search for emotional support) and metacognitive emotion regulation strategies (changing thoughts, changing goals).

Abstract. The study object is the process of development of awareness and verbalization of emotions by senior preschoolers as one of the aspects of cognitive component development of their emotional sphere. The concept "awareness of emotions" is considered as a component of emotional intelligence, that is knowledge about own internal states, which is expressed in verbal categories. The data of empirical study of peculiarities of awareness and verbalization of emotional states ("pleasure", "displeasure", "joy", "sadness", etc.) by children aged 5-7 are discussed.

Abstract. The focus of this article is the concept "emotion regulation", which is considered at the structure of preschoolers' emotional competence as a set of skills to manage emotions in oneself. The expounded material has both the theoretical and empirical character. The author's data study about the capabilities of awareness of their own emotions and arbitrary emotion regulation by children aged 5-7 are presented as well as the pedagogical conditions of preschoolers' emotion regulation formation such as an organization of training classes and games aimed at development of children's emotional and volitional sphere, etc.

Abstract. The article is devoted to the issue of emotion understanding development at children aged 3-4. The concept "emotion understanding" is considered both a component of emotional competence and the foundation of preschoolers' social competence. The data of modern foreign psychological researches of the features of development of the various components of emotion understanding at younger preschoolers (e.g., recognition of emotions, understanding of the external causes of emotions, understanding of the influence of a reminder on the person's present emotional state, etc.) are discussed.