The article analyzes the issue of the significance of the family education features in the context of the moral sphere formation regarding older preschoolers. The hypotheses was formulated on the existence of a relationship between violations in the styles of family education and indicators of the cognitive and emotional components of the moral sphere of older preschoolers. The study involved theoretical and empirical methods. The first includes the study and analysis of psychological and pedagogical literature on the research problem, the second includes psycho-diagnostic tools: parental diagnostics using the “Family Relationship Analysis” methodology (Eidemiller E.G., Yustitskis V.V.), diagnostics of the components of the moral sphere of older preschool children by the methodology “Story pictures” (RR Kalinina), as well as an expert survey of teachers. The study made it possible to verify that the characteristics of the moral sphere of the personality of older preschoolers are due to the characteristics of the relationships in their families. Thus, rejection of the child, hypo protection, or lack of attention from the parents, the lack of responsibilities in the child has a negative effect on the development of the moral sphere of older preschoolers, especially on the characteristics of cognitive and emotional components. It turned out that more than a third of children have a low level of development of the emotional component of the moral sphere (low level of empathy development). The most common types of inharmonious education are the “minimum sanctions” and the “insufficiency of requirementsprohibitions”. An expert survey showed that such qualities as politeness, honesty and generosity are most pronounced in the behavior of children, whereas the least developed are tolerance, hard work, compassion. A gap was found between the assimilation of moral standards and their expression in the behavior of older preschoolers. The study shows the need for psychological and pedagogical support of parents in building relationships with older preschool children, as well as deepening and expanding the emotional competence and culture of parents in the field of moral development of the child.