The article addresses the issue of enriching the vocabulary of primary school children with words that denote emotional states as one of the key areas of children’s speech and emotional development. It emphasizes that early school age is a favorable period for the intensive formation of speech competence, particularly in the domain of emotional vocabulary, which plays a significant role in the processes of socialization, self-expression, and the development of a child’s emotional intelligence. The study analyzes scientific approaches to vocabulary formation in children with typical speech development and in children with speech disorders who study in inclusive classrooms of general education institutions. It identifies linguistic principles (extralinguistic, syntagmatic, paradigmatic, functional, contextual) that underlie the effective vocabulary enrichment of primary school children in accordance with age norms, as well as specific principles guiding the vocabulary development of children with speech impairments. The article reviews methods and techniques – verbal (conversation, explanation, storytelling), visual (illustrations, emotion pictograms), play-based (role-playing and didactic games), and therapeutic (drawing emotions, sand therapy, fairy tale therapy, music therapy) – which can be effectively used by educators in their daily practice to help children learn to recognize, name, and appropriately use words that express emotions. Special attention is given to the use of verbal methods in the work of educators with children who experience functional speech difficulties. The practical section provides examples of lexical units from various parts of speech–nouns, verbs, and adjectives – that describe emotions and should be included in the active vocabulary of primary school children. It also presents games aimed at encouraging the use of vocabulary from the thematic group «Feelings» in children’s speech. Examples of adaptations are given for addressing this task within the framework of providing corrective support to primary school children with speech impairments. The article explores the impact of games and play-based tasks on children’s speech activity, cognitive development, and emotional processes.