Motivation in the school context is properly understood only when we do not only relate it to the subject of learning, but also to the conditions under which the pupil learns and perceives a certain didactic activity. The motivation therefore differs from other emotional states such as passion or interest in an activity because the latter manifest themselves spontaneously, while motivation implies a deliberate choice to engage and persevere in order to achieve a certain purpose. In the preschool child, involuntary attention is dominated by the voluntary one. Because the regulatory activity of the second signaling system on the first is still insufficient, under the influence of some sensory impressions, the child's activity deviates easily from the initial task.

The widening of the relational framework is one of the premises of the child's mental development in all its plans. The child becomes more open to acquiring behavioral rules and rules; the acquisition of food, hygiene, dressing skills increase the degree of autonomy of the child.

Developing a sense of responsibility in children is a skill that can be learned and developed in stages, ranging from one person to another, according to the rhythm of each, the ability to learn, the models offered in the family, the constant, firm and nutritious support of parents and, last but not least, the environment it belongs to and influences its development (family, school, friends).