<p>The objective is to investigate if facial recognition of emotions associates with school performance and both emotional and behavioral problems in the first three years of elementary school. This is an observational analytical study, in which 116 children took part. Assessment consisted in a Facial Recognition of Emotions Task, School Performance Test II, Child Behavior Checklist. Linear regression revealed that fear recognition and writing performance explained 77% of the variation in reading performance; while low excitement emotions (surprise, disgust and neutrality) and age predicted 59% of the variation in arithmetic performance. There was no association between the recognition of emotions and emotional and behavioral problems, as well as with school performance in writing. Results support that the development of emotional knowledge at different ages seems to contribute to reading and arithmetic performance in the beginning of elementary school. Thus, emotional knowledge seems to be an area of interest to improve educational and health in children.</p>