Pretpostavlja se da sposobnosti emocionalne inteligencije s dobi napreduju i da je moguće poticati njihov razvoj, no vrlo je malo istraživanja koja se bave tim aspektom emocionalne inteligencije. Istraživanja razvoja u kontekstu modela sposobnosti emocionalne inteligencije kod djece, prema našim saznanjima, nema, a istraživanja na adolescentima upućuju na napredak u emocionalnoj inteligenciji, ali i na potrebu dodatnih istraživanja koja bi razjasnila tijek i korelate razvoja. Na uzorcima odraslih dobivene su značajne, ali u određenoj mjeri kontradiktorne razlike među kohortama koje sugeriraju da iskustvo doprinosi napretku u sposobnostima, ali i da starije kohorte imaju niže rezultate. Razvoj emocionalnih sposobnosti istraživan je i izvan konteksta emocionalne inteligencije, te se u ovom radu daje pregled tih istraživanja. Potrebna su dodatna istraživanja koja bi omogućila stvaranje cjelovite slike razvoja sposobnosti emocionalne inteligencije, što bi imalo mnoge korisne praktične implikacije. It is assumed that the abilities of emotional intelligence (EI) improve with age and that it is possible to facilitate their development. However, there is very little research dealing with that aspect of EI. According to our knowledge, there are no developmental studies in the context of the EI abilities model in children, and research on adolescents indicates progress in EI, but also the need for additional research that would clarify the course and correlates of development. In adult samples, significant but somewhat contradictory differences between cohorts were obtained, suggesting that experience contributes to progress in abilities and that older cohorts have lower scores. The development of emotional abilities has been researched outside the context of EI, and this paper provides an overview of these studies. Additional research is needed that would allow us to form a comprehensive image of the development of EI abilities, which would have many useful practical implications.