This work deals with the establishment of the theoretical basis that support the orientation to the families that have children with diagnosis of Mental delay in the Preschool stage. These basis allowed to identify the demands that provoke their way of acting, which means an improvement in this process, as long as it responds to the social, institutional and individual necessities, it assumes the school context as a fundamental scenario, it recognizes the promnence of the family and the children, it is guided to the development of their personality, it considers the relationships among institutions, it integrates the teaching-learning process, the methodological work, research and innovation, taking into account the exchange of experiences and the critical reflection in the educational practice.
