The literature states that the focus is inherent in learning, so if learning were to show alterations, the entry and focus of the various experiences would be limited in scope, and it is also stated that if it were adequately stimulated, the enrichment of the experiences would be extremely fruitful. Due to the importance of considering care as a training process, this study has proposed the design of a programme based on mindfulness lines to strengthen self-regulation of care in basic education and assessing the effectiveness of this programme in developing targeted, sustained and divided care. To this end, a sample of 46 boys and girls from the basic third year of Pemuco comuna in Chile, aged between 8 and 9 years, was available. The study approach is sequential probative, framed in a pre-post test design with a control group. In the control and experimental group, the dependent variable was measured using the CARAS tests, the CLAVES sub-scale of the WISC-III test and the CSAT test. The results indicate a significant increase in the group’s care self-control over the control group, endorsing the impact of this tool made available to the sistem.