The emotional part of development begins intensively at the age of 5 and intensifies significantly at the age before starting school. However, emotional development and the first expression and experience of emotions begin at birth. The emotional aspect of an individual develops until his twenties. In the early and preschool period, it is still challenging for the child to verbalize his emotional states and changes, and they change suddenly and quickly in that period. Sometimes even the child is not aware of which emotion it is and has a hard time accepting it. Adults, especially professionals, play a key role in this.The role of educators in preschool institutions is additionally emphasized, whose task is to recognize developmental stages and enable the child to adequately express himself. Given that intensive speech development takes place during this period, it is important to provide children with various opportunities for expression. In this paper, fine art is described as a way of communication or expression of emotions. Namely, children convey and express their emotions in art. The paper describes the research conducted in a mixed older kindergarten group in a kindergarten in Zagreb. The research was conducted for the purpose of writing a diploma thesis. The aim of the research was to determine the emotional experiences of children after they listened to a given composition. In the second part of the research, the children depicted an event or situation that evokes certain feelings in them. The descriptions are based on children's verbal statements and interpretations of the works by the author of this paper. The analysis of children's works showed that children recognize the emotion of happiness more easily and to a greater extent, then sadness, and to a much lesser extent anger. Works related to listening to compositions are abstract. The works are a reflection of children's reactions to the composition. In the works, the children associate the emotion of sadness with the weather. The depictions of events and descriptions suggest that children associate the emotion of anger with the emotion of sadness, and the motifs and descriptions in the drawings are therefore similar. Children show emotions in these drawings through facial expressions. The character of the lines in the works reflects a certain emotion that is evoked in the child.