Considering the complexity of the human being, who develops in a systemic way through interactions with different contexts throughout life, we believe that socio-emotional learning is fundamental for the full development of the individual and we recognize that there are several advantages when these skills are taught effectively from early childhood. However, we are surprised by the lack of substantial research that reveals the contributions of implementing socio-emotional education programs for early childhood children in Brazil. Given this, in the present study we sought to evaluate possible contributions from the implementation of a socio-emotional learning program, namely, the Giant Leap-Pré program (designed for children aged 4 to 6 years), adapted for Brazil. The research will take place in two stages: 1. Translation and adaptation of data construction instruments, which will be carried out based on the procedure described by Cassepp-Borges, V., Balbinotti, M. A. A. & Teodoro, M. L. M. (2010), which will take place in four stages, for each of the instruments, namely: 1st stage - Reverse translation technique; 2nd stage - Consolidation of translations; 3rd stage - Content validation; 4th stage – Pilot study; and 2. the implementation of the Giant Leap-Pre Program in a group of children aged 4 to 5 enrolled in the last class of early childhood education. To this end, we will carry out quasi-experimental research, through the observation of an intervention group and a control group, for 15 weeks, made up of children from the last class of early childhood education. The constructed data will be examined through quantitative analysis procedures, which will involve statistical comparative analyzes of Pre-test x Post-test data (in both groups), statistical comparative analyzes of data from the Intervention Group x Control Group, comparative analysis between the intervention group and the control group of socio-emotional development depending on demographic variables (gender, economic situation, level of education of parents/guardians). We will also carry out a qualitative investigation in order to investigate the socio-emotional development of the groups observed through the descriptions of the evaluation forms and records of each meeting. Therefore, it is believed to find significant benefits in the process of explicit and direct socio-emotional learning for children aged 4 to 5 years.