During its growing up, the child develops in the following areas of development - physically, cognitively, socially and emotionally. In order for a child to develop successfully emotionally, it is important to understand the child's emotions and needs, but also other areas of development. Emotions and emotional regulation are considered to be extremely important, especially when it comes to the educational process. In early childhood, emotions are the most important way to communicate with the environment and with oneself. Thus, emotional regulation allows the child to function smoothly in the everyday environment. It is important to consider the personal characteristics of the child that affect the ability of emotional regulation, and this is primarily temperament. Temperament refers to a child's overall reaction style and as such can be associated with emotional development and emotional regulation. The aim of the thesis was primarily to examine the relationship between emotional regulation and temperament and to examine the contribution of temperament in explaining emotional regulation.The study was conducted on a sample of 391 children (5 - 7 years). The results show that the positive dimensions of temperament, investment of effort and pleasure are more conspicuous than the negative dimensions, ie negative affectivity. A high level of emotional regulation was also observed, and less conspicuous lability / negativity in preschool children. Furthermore, there are no statistically significant differences in the dimensions of temperament and emotional regulation of children with respect to gender. But a statistically significant difference was found for effort alone. The expected correlations of certain connections of certain temperament dimensions with the dimensions of emotional regulation were determined. Temperament has been found to be a good predictor of emotional regulation. Temperament dimensions explain 46% of the lability / negativity variance and 27% of the emotional regulation variance.