Abstract

This article presents an intervention work from teaching the childhood life cycle, performing with fourth-semester psychology students at University of Colima, Mexico. It started with the construction of cases for the mode of problem-based learning which fosters the generation of conceptual development of psychologists in training, who in turn led practice in different scenarios.

From this panorama, the current hermeneutical paper explores children’s lives and their reflections are taken into account from the way they understand their reality, their perception of the environment, their relations in the modern world, and their relationships with family. Additionally, children were observed in public playgrounds, school, social and family spaces, capturing the process of development in the environment and knowing the ways in which they filter pressures when developing community resilience through adaptation, sense of humor, solidarity, initiative, the way of matching actions and games, how they move in several areas and how they reveal their expressions.

Philosophical sources were reviewed and it was done field work in intervention scenarios, recording forms of coexistence and thought, especially when it is spontaneous, while they recount the experiences; this is the reason of implementation of the hermeneutic, regarding the sense.