In recent times, socio-emotional learning (SEL) has emerged as a fundamental area for individual development, positively influencing academic outcomes, mental health quality, and personal and collective well-being from childhood (Durlak et al., 2011). Universal SEL programs, such as Salto de Gigante, developed and implemented in Portugal by Correia (2015), have shown promising evidence of efficacy with children aged 4 to 5 years, highlighting improvements in peer relationships, social relationship skills, and emotional capabilities knowledge. These capabilities encompass skills such as self-awareness, self-regulation, social skills, empathy, and responsible decision-making (Casel Guide, 2013).Given the scarcity of research proving the implementation and validation of these programs in the Brazilian context (Pfeilsticker, 2020; Freitas and Marin, 2022) and the limitation of these educational materials due to the cost charged by the publisher holding the commercialization rights, even for research use (Ricarte, 2019), the partnership between the university centers UFRPE and ULisboa became essential. This collaboration allowed access to the materials composing the referenced program, enabling their translation and adaptation to the Brazilian context. Based on the parameters suggested by Borsa, Damásio, and Bandeira (2012), we adapted Salto de Gigante considering the linguistic and cultural needs of Brazilian children.The research was guided by a qualitative approach (Minayo, 2001) and used tools such as questionnaires and semi-structured interviews with focus groups (Gil, 1999; Gatti, 1995) to understand how the program's adaptation is perceived by educators and psychologists, given the demand for socio-emotional learning for early childhood education children. The study proved promising for thinking about materials suitable for the preschool teaching context, where children are at a crucial development stage, which involves building their identities and learning to deal with interpersonal challenges, highlighting the even more significant role of socio-emotional education.Therefore, it was essential to consider the participants' contributions regarding the improvement and quality of aspects aimed at promoting SEL, as well as other aspects to be explored in future studies. Thus, we believe it is important to emphasize that the program can be recommended for use in research as a pilot study, considering the intention of the integral development of preschool children, including socio-emotional learning.