Emotional intelligence is the awareness of an individual’s feelings and actions with the goal of creating change. The aim of this final paper is to provide a theoretical overview of concepts related to emotional intelligence with practical ways to develop this extremely important ability in children. It was written with the aim of raising awareness of the importance of implementing such content in the work within educational institutions, and especially within the educational profession. The structure of this final paper is divided into an introduction, conclusion and 4 main units that are purposefully divided. The first part of the elaboration provides an overview of different definitions of emotions created by the work of numerous theorists and researchers. It also contains a systematic division of emotions into main and complex with a description of their characteristics and examples from everyday life. It also talks about the physiological basis for creating emotions along with visual attachments. The next part of the elaboration deals with the definition of the concept of intelligence on the basis of various conducted research methods, the level of analysis of the obtained results and the personal beliefs of the theorists. The following is a division of intelligence types according to Howard Gardner, and a description of the existing possibilities for the IQ testing with the help of intelligence tests. The third part of the elaboration deals with the definition of the key concept of the final work - emotional intelligence. The terms of emotional achievements and competencies are also mentioned. It is considered important to differentiate the term emotional intelligence from knowledge or character so this was made. It also contains an overview of possible coping strategies for stressful situations called self-regulation. The last part of the elaboration before the conclusion consists of an overview of possible strategies with the aim of acquiring emotional intelligence in children of early, preschool and school age within kindergartens and school institutions. It also contains a practical description of the games and activities that can be carried out with the aim of developing emotional intelligence. In the conclusion of this final paper, the personal thoughts of the author and the conclusions were made in accordance with the presented theories and practical elaboration. At the end of the paper there is a list of references and a list of contributions.