Issues relating to the manifestations of hyperactivity in boys and girls are a continuing concern for pedagogical science in the search for appropriate solutions that go beyond the predominant conceptions influenced by naturalist assessments, which focus attention on biological elements, thus pre-condemning the infants affected by the aforementioned manifestations. This article therefore analyses the current pedagogical work in the education of boys and girls with manifestations of hyperactivity in their behaviour, in order to prevent or counteract trends from behavioural disturbance to a disorder with reduced possibilities of reversibility. To this end, it deepens the edges of the problem, from a perspective that can distinguish between physical and structural constraints, and those shaped by various educational causes, which affect the efficiency of the system of educational influences that are exerted on those affected from the family and school context. ABSTRACT The questions related to the manifestations of hyperactivity in boys and girls constitute a permanent concern of the pedagogical science that is engaged in the search of appropriate solutions that transcend the predominant concepts influenced by naturalistic judgements, which focus attention on the biological elements, with what they precondemn infants affected by the aforementioned demonstrations. From the point of view of education it is relevant to take account of the problem from a perspective that can distinguish between physical and structural Morphological Conditioning, and how they are made up of different causes of an educational nature, which concerns the efficiency of the system of educational influences exercised on one side affected from the family and school context. In this paper, we address how to induce changes in the behaviour of children with demonstrations of hyperactivity to counter the trends to move from a behaviour to a disorder with reduced possibilities of reversibility. KEY WORD: ADHD, Pre-School age, Pedagogical problems.