This article is devoted to analysis of the correlations between interpersonal components of the older preschoolers' emotional competence (identification of emotions, empathy, expression), its markers (self-assessment, anxiety, fears) and characteristics of family interaction (parenting styles, mother-child emotional interaction, family adaptation and cohesion). Sample: 74 mother-child dyads: 37 boys and 37 girls; 5-year-olds (n = 38) and 6-year-olds children (n = 36) from Saint-Petersburg. Correlation analysis revealed that a more formed preschoolers' interpersonal block of emotional competence (in overall) was associated with high emotion acceptance of the child, maturity of maternal behavioral manifestations in emotional interaction. A lower level of preschoolers' emotional competence is associated with deficiency of demands-obligations to the child, more pronounced overprotection, phobia of losing the child and projection of own undesirable qualities on the child. For the emotional identification and expression both the features of emotional interaction and parenting styles are important, and for empathy - well-being in the mother-child emotional interaction. Identification of emotions is less formed in the case of instability of parenting style. The compensatory mechanism was found in the formation of emotional competence in the case of problems in family interaction. Preschoolers whose mothers have a lower understanding the causes of child's state recognize emotions from photographs better. The markers of child's emotional competence are associated, first of all, with the characteristics of parenting styles and personal problems of mothers in upbringing. Thus, preschoolers' self-esteem is higher in the case of mother's demands to child's obligations. The anxiety of children is associated with more pronounced punishments in the family and at the same time with mother's preference to childish traits. The fears of children are less pronounced in the case of extension of parental feelings, instability of parenting style, mother's preference to childish traits and parental educational uncertainty, which indicates the mother’s softness and insecurity, in the case of the underdevelopment of parental feelings. At the same time, fears can be increased by indulgence and, conversely, by excessive demands, obligations. Fears are less pronounced in the case of the family flexibility and maternal satisfaction with family cohesion. Thus, the unconditional acceptance of the child, the maturity of the behavioral manifestations in emotional interaction and parenting styles can be regarded as resources for older preschoolers' emotional competence.