This article is a product of the research "Emotional Education as a facilitator of peace processes to promote peaceful coexistence and prevent violence from pre-school", carried out under a qualitative paradigm which had as an objective Emotional Education to promote peaceful coexistence and prevent violence rates from preschool. It was based on the question: How can emotional education be strengthened for 5 and 6 year-old children to promote peaceful coexistence and prevent violence in the classroom?The theorists that have been approached propose "that emotional education should begin in the first moments of life and be present throughout the entire life cycle" (López, É, 2012, p. 18), that "bullying is any form of psychological, verbal or physical abuse produced among school children in a repeated manner over a given time" (Mendoza, M T, 2011, p. 9), that "the class is a community for the emotional and social learning of children (Cohen, J, 2005, p. 85), that interpersonal relationships in childhood are determinants of assertive behavior (Sierra, A, 2008, p. 70 and Jiménez, M, 2000, p. 22).The sample was made up of teachers from Kindergarten and Transition grades. For the collection of information and analysis of results, focus groups were held.It was concluded that it is a priority to involve the family in this process and to establish Emotional Education transversally from the curriculum, since an emotionally healthy child is willing to learn, to know, to relate and to build meaningful learning.