We will define three block spaces or contexts of intervention: the individual relationship, everyday life and relationship with the Community (Funes et al, 1998): the individual relationship: the individual relationship is marked by the personal interaction. The educator plays an important role in this relationship, since he is the person in charge of launching the process of change, in principle, creates the framework of trust and sincerity taking as a basis the dialogue and the conversation. Everyday life: should highlight the role that plays daily life in the family intervention process. One of the ingredients needed to make the family intervention is the everyday life of the family, their living space, which translates into the home. We will have to understand the everyday is an indispensable educational element, and why this should be understood as a context that facilitates and organizes namespaces, the time and resources of the family institution in a structured and consistent way. The family educator works with the family in its own territory, in that vital space of coexistence.

The educator is going to the meeting of the family, in what we call home visit. This is a space (home) and a time (the visit) during which you work the collective organization of common life and cognitive stimulation of all areas of learning through experimentation of forms of relationship that do not usually manifest. Accompaniment during the development of the daily activities is intended to enable parents to do it for themselves, and will assume and understand that they must accompany their children during their learning process. The activities to develop are the following (Bosch, j. M. and Sanchis, M., 1999): the relationship with the community: relationships and activities carried out in standard contexts are a purpose and a medium at the same time.

They are a purpose for the potential learnings and are a medium because they play the role of mirror between what has been achieved and what had to have achieved. Relationship with standardized frameworks is fundamental, because we know that new apprenticeships behave difficulties, doubts and, most often, failures since learning behavior difficulties, doubts and with much often, failures because they are very tender structures that need to be reinforced by the repetition of successful experiences. In this space the educator has a relevant role, because it performs the function of the new learning support these different contexts of intervention set a large number of functions (developed by the educator, and preferably have a preventive character) as the following (Bosch, j. M. and Sanchis, M., 1999): be point of support in the accompaniment of the process of awareness of own situation (self-knowledge) making persons who make up the family. Foster emotional ties that favor changes in the family, through a sincere and honest relationship. Perform an emotional accompaniment of the person, respecting his own experiences. Make possible the creation of areas of development that are coming and to generate new learning spaces; i.e., provide tools to the family so that they can make the right decisions in those situations that involve a somewhat higher than the current risk. Provide guidelines and educational skills in order to improve the interrelations between the members of the family and its surroundings. Stimulate the capabilities and resources of each person and of the family group, in order to increase their individual and collective self-esteem, and thus help them to integrate better into their social environment. Original author and source of the article.