This document presents research focused on creating psychopedagogical strategies to enhance the transferable skills of preschool students in the municipality of Chipaque, with the aim of improving classroom interaction. Through a detailed review of 14 relevant studies, key concepts such as school coexistence, emotional education, and socioemotional skills are analyzed, highlighting their importance in the holistic development of preschool children. The research is grounded in theories such as Daniel Goleman’s emotional intelligence and Lev Vygotsky’s sociocultural development theory, which emphasize the role of the social and cultural environment in learning. The adopted qualitative approach allows for an exploration of the relationship between psychopedagogical strategies and the development of transferable skills, identifying gaps in the existing literature. It is concluded that developing a theoretical framework explaining how these skills impact school coexistence is crucial, suggesting that future research should address unresolved questions in this field. This work aims to contribute to theoretical knowledge on preschool education and the importance of fostering an inclusive and positive learning environment, laying the foundation for students' personal and academic growth.