Teacher thought and action are variables that have been considered as explanatory of the teaching - learning in the classroom. At work the theories of action of educators about the personal and social development in preschool children are described and exposed the relationship between their theories and theories in use is analyzed. He was approached from a qualitative perspective, using the technique of case study. We worked with three educators two kindergartens in Mexico City. Strategies, techniques,and materials used were written and educational planning, stimulation of memory and semi structured interview. After analyzing the data we can say that educators are governed by different elements: Knowledge discipline on the personal and social development, influence the official program of preschool, immediacy of the situation, knowledge about students, trust and coexistence and establishing rules.
