La educacion para la paz a nivel internacional ha emergido como fuerza esperanzadora que lucha contra toda accion destructiva del hombre, de manera particular, en Colombia, las condiciones sociopoliticas advierten la necesidad de fortalecer la educacion para la paz desde las instituciones educativas, acorde con el contexto sociocultural y las necesidades actuales. Sin embargo existen carencias de procedimientos metodologicos en el proceso de ensenanza aprendizaje del grado transicion ultimo nivel de la educacion preescolar para su implementacion. Se precisa en el presente articulo como objetivo: Valorar la transversalizacion de la educacion para la paz en el proceso de ensenanza aprendizaje del grado transicion. Para su elaboracion se utilizaron metodos teoricos (analitico-sintetico, inductivo-deductivo, historico-logico, y sistemico) y empiricos (observacion cientifica, entrevista, encuesta y analisis de documentos), estos permitieron la obtencion de informacion, procesamiento y analisis de los resultados, en este particular se identifica el enfoque socio afectivo y ludico que, partiendo de los propositos de la educacion preescolar, fundamenta la secuencia que debe seguir el proceso de ensenanza aprendizaje para que contribuya a la educacion para la paz en el grado transicion. Palabras clave: Educacion, paz, transversalizacion, transicion. ABSTRACT Education for peace at the international level has emerged as a hopeful force that fights against every destructive action of man, in particular, in Colombia; sociopolitical conditions warn the need to strengthen education for peace from educational institutions, in line with the sociocultural context and current needs. However, there are shortcomings in methodological procedures in the teaching-learning process of the transition level of the last level of pre-school education for its implementation. The objective of this article is to value the mainstreaming of education for peace in the teaching process of the transition degree. For its elaboration theoretical methods were used (analytical-synthetic, inductive-deductive, historical-logical, and systemic) and empirical (scientific observation, interview, survey and analysis of documents), these allowed the obtaining of information, processing and analysis of the results, in this particular, the socio-emotional and playful approach that, based on the purposes of pre-school education, is based on the sequence that the teaching-learning process must follow in order to contribute to education for peace in the transition degree. Keywords: Education, peace, mainstreaming, transition.