摘要：In order to understand better the family
educational practices, as facilitating factors in the
development process in childhood, this issue is
tackled based on two thematic blocks, which are
dynamically related, being propelling elements
both in the boy and girl of new zones of
development. In the first place, Vygotsky's theory of
the double-bind law is tackled, as well as the zone
of proximal development and the theory of the
participation guided by Barbara Rogoff, these two
theories belong to the socio-cultural model, where
it is evident the importance of the adult as a
mediator and guide for both the boy and girl in the
way of approaching the world. The second issue to
be covered is the family educational practices
referred as those educational strategies used by
parents or figures of authority for their children. It
includes the issue of the concept of family based
on Bronfenbrenner's ecological theory and Andolfi's
systems theory; since both theories let it define it as
a dynamic system of reciprocal interpersonal
relationships, framed in multiple contexts which
suffer social and historic processes of change,
supporting the educational model proposed by
Diana Baumrind, as well as the reformulation
proposed by Maccoby and Martin, where family
educational styles are found as examples,
accounting for the characteristics of behavior in
children relating to the manner how their parents
exert authority.
关键词：Family educational
practices, family, socio-cultural model, zone of
proximal development, theor y of guided
participation, educational styles.
