The approach "I am against everyone" gets in the education of our children. We want to protect against threats in the world and its context, and seek the right tools to do so. "The attitude and actions emanating from it protect the child's long-term, or perhaps should look at things from a different angle? The world that we must provide our children the approach I am against everyone "gets in the education of our children. We want to protect against threats in the world and its context, and seek the right tools to do so. "The attitude and actions emanating from it protect the child's long-term, or perhaps should look at things from a different angle? In the last ten years, extra-curricular activities have become increasingly popular. Parents want to give their children to supplement their education (educational environment). Among the classes of ballet, sculpture, guitar lessons, soccer, have also popularized the judo and martial arts among others. Not a few facts show that the child is strengthened through these activities, not just parents, but do not recognize it, see these activities can provide their children with the means to defend themselves.

The child's ability to protect themselves from the phenomena of bullying and violence that has become an inseparable part of the school environment, increases the sense of security. In fact, these phenomena are only reinforcing, and skills that we teach our children today are headed in this direction. Also in compulsory education, will teach the child how to deal with 'guy'.

The paper presents an analysis of the mathematics curriculum guidelines in the light of the theoretical foundations that support for, thus displaying a valid alternative for developing the area. Since the appearance of the math curriculum guidelines, twelve years ago, have been presented many positions on the difficult and almost impossible to implement in the classroom were "very nice on paper but unworkable in practice" and teachers say. Among the approaches that have been made to justify this difficulty is the excessive number of students in classrooms, poor motivation for students, who only lost five percent year makes no effort in the study area, lack of teacher training in the methodologies submitted and more. You could say that all these justifications hold within itself a great deal of reason, but it is not justifiable is that they have not been able to implement a guidelines that provide a very good chance of advancing teaching and learning in the area and generate key processes in the development of thinking of young people who are in the classroom. The first thing to consider when making judgments about the curriculum guidelines is to try to understand the extent that they have and the theoretical foundations that support for, on this basis, define how that can lead to reality these ideas. The object of knowledge of mathematics are the concepts, not calculations, neither the signs nor the procedures and their inspiration and example problems. He said about Stewart (1998.13), "The goal of mathematics are the concepts.

Introduction. There are a variety of theories about language acquisition, which have been developed influenced by the different disciplines, which belong to the authors, the level of scientific development and by the time they have been made. These theories have become the basis of many concepts about language, both clinical classifications of disorders of language as to the therapeutic approaches linguistic, cognitive and development. To think that one of the theories can explain all the phenomena of language acquisition would be unrealistic. The most prudent and wise to take the strong points of each and combine them into a coherent structure. FireEye will undoubtedly add to your understanding. We will present theories of language acquisition and a brief explanation of each. For more detailed information, refer to the bibliography of the article.

Theories of Language Acquisition Theory nativism. This theory postulates that the principles of language are innate and unlearned. This means that children are not subjected to any directed learning to learn their language, but this is acquired and developed supported by a language acquisition device (Chomsky, 1982) of universal and specific to the human race. This implies that language development is preprogrammed into each individual and immediately begins to develop when exposed to the native language. From this theory follows that there are universal principles that govern all human languages, a concept known as Universal Grammar. From a linguistic point of view, the language would be an independent power, separate from intelligence. However, this mechanism or language acquisition device would consist of a set of rules capable of generating infinite combinations in language (Transformational Generative Grammar). Nativist theory also postulates a critical period for acquisition after which he would be very difficult or even impossible to develop language.

Learning Theory. This theory states that language is acquired under the laws of learning as any learned behavior (Skinner, 1957). Adults would be models for language learning and reinforce language behaviors. Children learn by observation and imitation. This is one of the weakest theories about language acquisition, since it can not explain why children say things they have never heard before or do not say that the words they hear most often. Notwithstanding the foregoing, it is likely that some processes are capable of learning language especially pragmatic level. Cognitive Theory. Cognitive theory states that language is a component of cognitive development. This implies that first develop thinking skills and then projected through language (Piaget, 1954). Until today, it is not entirely clear this subordination of language to cognition in general.