Different cultures have raised the development of people through their life cycle, as successions of stages, which are defined by rites of passages and tasks, which often are activities that must be met in order to access the rites, or by tasks that are accomplished and define on their own the closure or compliance with these stages. From these traditions of cultures and different approaches to research approaches in psychology and psychoanalysis the task model conceptualization is structured as a tool that facilitates the study of developmental psychology. Different approaches tasks have been proposed in various contexts for the study of development; in particular, from the study of adolescence and latency from clinical practice on the one hand; and on the other from the analysis of psycho development and research in prevention and educational contexts, from where they have documented and demonstrated applications of this model. In this paper, from the research of primary school students and the evaluation of conceptual materials on adolescence, evidence, practice and usefulness of a conceptual tasks model for development assessment arises. The existence of task structures for stages of development enables applying this knowledge to orient and optimize this development while facilitating tasks in applied areas