We expose a program of initial teacher training for the development of basic contemplative skills in undergraduate students of early childhood education. Its main purpose is to make a contribution to the seal of the studies: Educate through Emotion; which promotes transversally to the academic curriculum, the acquisition of professional competences oriented to the pedagogical management of socio-affective variables in the classroom. Up to now, 53 students participated during 5 years of project existence, during 6 months in each annual period. This article exposes the program and all its constituent parts, together with a series of thoughts that express the challenges that our students face in relation to the acquisition of procedural competences for their future work environment. It also concludes about the impact and some guidelines to ensure its replicability by other professionals.