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Abstract: The article reveals the pedagogical aspects of the problem of development of children’s emotional and value perception of works of art. The goal of the article is to reveal the modern theoretical and methodological approaches to the organization of the process, the definition of its content in the practice of general and additional art education. The methods of this research are the analysis and synthesis of theoretical and practical material in this area. As a result, the author defines the concept of "emotional and value perception of works of art" in relation to junior school age as the ability to sympathy and dialogical understanding of moral ideas, embodied in artistic images, their evaluation and personal interpretation of artistic and creative works. The paper substantiates the importance of emotional experience of moral values expressed in images, for the formation of students' system of values. It also describes a technique of emotional and value perception of works of art by younger students, realizing the idea of a dialogue of personal and artistic meanings in various forms of artistic and creative activity of younger schoolboys. The stages of the technique are disclosed in accordance with the logic of the dialogical comprehension of artistic content: actualization of personal experience in the artistic experience (dialogue with the artistic way at the level of emotional associations), semantic analysis of artistic structures that embody the moral idea in different forms of art (participation in the arts dialogue), the co-creation in product development ideas through artistic expression (dialogue of personal and artistic sense). There are examples of creative tasks for each stage, made in accordance with the objectives of each stage of the development of techniques of emotional and value perception of works of art of primary school children in the conditions of the art studio.