The article is describes the conditions for the realization of the model of psychological and pedagogical support for the emotional development of preschool children. The author presents a model of psychological and pedagogical support of the emotional development of preschool children and the results of its experimental approbation in the kindergarten. The content and sequence of tasks accompanying the emotional development of children's activities is shown on the example of the average preschool age.

The article deals with the aspects of organization of students’ independent work from the position of knowledge discovery. The article represents the experience of development and implementation of a workbook on subjects as the mechanism to increase the efficiency of students’ independent work, the implementation of self-reflection and one’s own achievements.

The article deals with the issue of projecting of psychologic and pedagogic support of the emotional development of preschool children in the light of requirements of the Federal state educational standard of preschool education. The author’s conception is represented, the characteristics children’s emotional development are operationalized. Based on the empiric material the age changeability of the indicators of children’s development regarding three directions of the emotional development are described.