The article presents the theoretical and empirical results of the research of the processes of occurrence and overcoming of the child's anxiety during interaction with others at the beginning of school. Emphasis is also placed on scientific data on the types of interaction at the beginning of children's education at school. The influence of anxiety on various processes is considered. In particular, the following are considered: the process of forming educational activities, the process of forming a child's internal action plan, the process of forming interaction with other children; the process of forming a child as a subject of educational activity. It is established that the manifestation of the child's activity in interaction with the teacher and other children in the class is influenced by various factors. However, four factors take precedence among them: 1. Stable type of communication between teachers and children. 2. Partner form of communication. 3. The child's readiness for partnership with the teacher. 4. Readiness of the child to interact with other students. At the beginning of children's education at school, various emotional states can arise. The child cannot control their emotions, because in the psyche there are no processes of emotional and volitional regulation. The objectives of the research: to summarize scientific data on the beginning of school education of the child and his experience of anxiety while interacting with others; experimentally prove the influence of natural objects on the emergence and overcoming of the child's anxiety when interacting with others at the beginning of school. The complex of research methods is used in the work: general scientific (analysis, synthesis, comparison, systematization, generalization) and empirical (observations, conversations, testing (test "Diagnosis of Anxiety" by Temple, Dorki, and Amen). Theoretical results: types of interaction at the beginning of the child's schooling; the impact of anxiety on the formation of educational activities; the impact of anxiety on the process of forming a child's internal action plan; the impact of anxiety on the process of forming interaction with other children; the impact of anxiety on the process of forming a child as a subject of educational activity. Empirical results: we found that the beginning of children's education at school while interacting with other objects of nature can cause the processes of emergence and overcoming the child's anxiety. Objects of nature that children do not like exacerbate the process of a child's anxiety. Instead, the process of overcoming a child's anxiety occurs when the teacher uses objects of nature that children like.