Keyword: «emotional competence»

This article examines the problem of maintaining and developing the emotional well-being of primary school-age children in a supplemental education community. It substantiates the relevance of developing a systemic approach to this problem, driven by modern challenges and the specific psychoemotional developmental characteristics of children at this age. The author presents a structural and functional model of psychological and pedagogical support, comprising conceptual, substantive, organizational, and performance-based components. The novelty of this study lies in its integration of interdisciplinary, activity-based, and integrative approaches to create a coherent system. The results, expressed as specific criteria and levels of emotional well-being, can be used by supplemental education teachers, psychologists, and methodologists to design and implement programs aimed at harmonizing the emotional well-being of primary school children.