Introduction. Socio-economic, technological and other factors reduce the natural emotional background of the development of the child, his/her emotional responsiveness. In older preschool age, the number of children with severe aggressiveness and anxiety is growing, parents pay more attention to the intellectual development of children to the detriment of the emotional development. Teachers also pay insufficient attention to the development of emotional responsiveness. The goal is to identify professional difficulties for preschool teachers in the development of emotional responsiveness as a result of emotional education in senior preschool age. Material and methods: scientific works in the field of anthropological paradigm; modern scientific pedagogical researches of emotional responsiveness and emotional education; historical-logical, anthropological approaches, informational theory of emotions; focus group, interview, collective reflective conversation; methods of discourse analysis, content analysis, interpretation and generalization. Results and conclusions. The professional difficulties of teachers in the development of emotional responsiveness are highlighted: how to translate the knowledge of emotions and states into children's actions, into activities; how to organize interpersonal interaction for the development of emotional responsiveness; how to awaken the feelings of the child; how to choose means for developing emotional responsiveness. Emotional responsiveness is brought up as a universal value, as a need for social relations, it is the most important result (indicator) of emotional education, when in response to the received and conscious information - identification (recognition, understanding) of the emotional state of another person (child, adult), a child has a natural need (dominant in his personality structure) to provide sympathy, help, support.