This article is a product of research 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 question: How can emotional education be strengthened for 5 and 6 year-old children to promote peaceful coexistence and prevent violence in classroom?The theorists have been approached propose that emotional education should begin in first moments of life and be present throughout entire life cycle (Lopez, E, 2012, p. 18), 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), the class is a community for emotional and social learning of children (Cohen, J, 2005, p. 85), interpersonal relationships in childhood are determinants of assertive behavior (Sierra, A, 2008, p. 70 and Jimenez, M, 2000, p. 22).The sample was made up of teachers from Kindergarten and Transition grades. For collection of information and analysis of results, focus groups were held.It was concluded it is a priority to involve family in this process and to establish Emotional Education transversally from curriculum, since an emotionally healthy child is willing to learn, to know, to relate and to build meaningful learning.