The presented study was carried out in 3 infant schools in Silesia in 2012 with an objective to find out whether parents’ emotional intelligence modifies their children’s adaptation to infant school. Social adjustment was verified in four aspects: emotional functioning, social relations with peers, relation and responsiveness to a teacher, self-reliance and meeting demands. Parents’ emotional intelligence was estimated with the use of an emotional intelligence questionnaire (KBiE). According to the statistic verification, parents’ socio-emotional competences and children’s adaptation are correlated: children whose parents declared emotionally intelligent behavior adapted to infant school better than those brought up by less emotionally intelligent parents.