The term "development" covers four areas - physical, cognitive, social and emotional. For the successful functioning of the individual, a balance between these aspects is essential. All four aspects are equally important and they affect each other. However, when talking about potentially gifted children, the social and emotional aspect of the development of gifted children is often neglected and the emphasis is put on their cognitive aspect. The emotional and social development of potentially gifted children is usually not coordinated with the intellectual, but in this area they respond appropriately to their age, which may negatively affect their functioning. A better knowledge and understanding of the socio-emotional characteristics of gifted children can also contribute to creating better conditions in order to support their overall development and life, as well as to prevent unwanted difficulties that may occur. The aim of this thesis was to contribute to a better understanding of the socio-emotional characteristics of potentially gifted individuals and to examine if there are differences in temperament, emotional regulation, socio-emotional well-being, and self-concept of potentially gifted children in relation to their peers. Based on the analysis of the data collected from a survey conducted on 391 children, it can be concluded that children at the age of 5 – 7 show a moderate level of negative affectivity and comfort, as well as a high level of emotional regulation, socio-emotional well-being and self-concept, which confirms the first hypothesis. The second hypothesis is partially confirmed and it is found that there is a statistically significant difference between gifted children and their peers, in a way that gifted individuals better regulate emotions, pleasure in exploration, are more assertive, emotionally more intelligent and have more academic self-concept. Furthermore, most correlations exist between temperament and emotional regulation, and socio-emotional well-being and self-concept. Most correlations in all four groups of children were expected, while the positive connection of negative affectivity and the negative connection of emotional regulation with academic self-concept in the group of gifted individuals were unexpectedly revealed.