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Children who grow up in vulnerable environments attend formal schooling in a situation of disadvantage. Their life experiences have almost nothing to do with the classroom´s activities, therefore they must face a twofold challenge: On the one hand they have to understand the dynamics of these activities, on the other hand, they must master the contents which are presented to them (Newman, Griffin & Cole, 1991). Psychological assessments provide evidence of this situation, since these children show lower performances in most areas of development. Developmental Psychology must identify these problems as having a social origin, and not explain them in terms of individual deficits. The focus must hence be put on the educational strategies. Cultural Approaches (Rogoff, 2007; Valsiner, 2000), Dynamic Assessment (Feuerstein, 1979; Tzuriel, 2000), some perspectives in Language Acquisition (Hart & Risley, 1995) and School Readiness (Dickinson & Tabors, 2001; Dickinson & Porche, 2011) have shown that adult mediation is relevant to the psychological development and educational trajectory of these children. The educational system is responsible for generating strategies that take into account the experience of the children. The program that we propose involves intensive adult mediation for the building of mature pretend-play patterns, which enable the emergence of self-regulation abilities (Leong & Bodrova, 2012, Elkonin, 1980). Reading tales in the classroom (Bredikyte et. Al, 2017), will be used as a starting point for the development of narrative abilities, which value for the development of executive functions has been well documented (Friend & Bates, 2014).