Abstract
This article determines the role and effectiveness of verbal and non-verbal means in the EI development of elementary school students in Russia. The study was carried out for six months; 684 students of 1–4 grades from two schools in Moscow and the Moscow region were interviewed; teachers were also interviewed and the educational process was monitored. The following communication means were allocated: games, dramatisation, art samples analysis, storytelling, training, personal example. A positive dynamic in emotional intelligence development among students was detected at the final stage. The developed technique showed its effectiveness, giving reason to introduce it into further practice.