Abstract
The article provides an overview of some of the recent developments in assessing socio – emotional competence (SEC) of children. The main terms are defined, similarities and differences of the concepts are discussed. The techniques using observation, questioning, test, checklists, projective method, modeling of social situations, including emotions, are reviewed. The approach that consists in measuring each of the components of SEC and creating the profile is considered. Along with diagnostic tools designed directly for the child, the methodologies that take into account parent's and\\or teacher's assessments are presented. The author points out the need of developing a complex approach to evaluation of children SEC considering the age characteristics, child's development situation, participation of adults who constantly interact with the child, implementing the principle of unity of diagnosis and correction for further work.
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