La idea de este artículo es hacer una integración teórica del conocimiento existente sobre los contextos de crianza del niño. A la luz de las investigaciones existentes el autor hace varias propuestas: la distinción entre contexto de desarrollo primario (bajo guía de otras personas) y secundario (sin esta intervención); la importancia de terceras partes en el desarrollo potencial de un escenario; el desarrollo potencial se ve incrementado en virtud de las interrelaciones entre ese escenario y otros contextos en los que se inserta el niño. La escuela se ha separado progresivamente del hogar y se ha convertido en uno de los focos de alienación para los niños y jóvenes, con importantes consecuencias en su conducta y en el desarrollo. Con la incorporación de la mujer al mundo laboral, también se ha modificado el contexto de crianza.
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