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Abstract: The article presents the results of an experimental study of the emotional aspect of parent-child relationships at the stage of the child’s adaptation to school. Numerous scientific studies prove that the mental development of the child is mediated by communication and interaction with adults, primarily parents. Parental relationship with the child includes the necessity to form the subjective-evaluative image of the child, which defines the type of the child’s perception, method of communication with him and methods of exercising influence upon him. The emotional aspect of parent-child relationships largely determines the well-being of the mental development of the child; this is especially true when the child goes to school, which is accompanied by psychological difficulties and the restructuring of social roles and relationships. The reveals a decrease in the intensity of emotional contacts of parents with the child associated with the restructuring of family relationships after the child enters school, and the need for optimization of parent-child relationships during this period. The article describes a program of psycho-pedagogical support, aimed at optimizing the emotional aspect of child-parent relationships and presents the results of its approbation. The results of the undertaken research can be used by school psychologists and specialists of family centers.