This paper attempts to contribute to the reconstruction and redefinition of what being a child entails in today’s society that allows its visibility. This reflection might support a new view about the processes that are experienced in the school context with early childhood, becoming the foundation that depicts the discussion between the discourse of skills and abilities as an alternative to human development. Thus, this article introduces some reflections in regards to the social dimension of the school environment as an enabler of cognitive processes, which highlight how children