**1. Introduction**

Early infancy is the period of life in which the major biological and psychological bases of human development are built; therefore, it requires a unique social, economic and political commitment on the part of society [1,2]. In early infancy, family is primarily responsible for the daily care and promotion of the rights of children, with a shared responsibility of society and the states, as stipulated in the Convention on the Rights of the Child [3]. Therefore, parents, relatives or unrelated caregivers of children between ages zero and five years old are essential for promoting children's healthy development. These caregivers should be the focus of effective and useful interventions aimed at strengthening the affections and the quality of care that they provide to their children, supporting them through parenting challenges, and helping to create stimulating and safe home environments (World Conference on Education for All in Jomtien, Thailand [4], World Education Forum in Dakar, Senegal, [5])

In this chapter will be presented and discussed how the child socioemotional development is affected by the quality of current parents/caregivers-child relationships, considering the influence of developmental context on these relationships. Next, two distinct interventions created in two Latin American backgrounds will be presented as possible models to enhance the quality of mother/father/caregiver-infant interaction attending to contextual demands.
