Scientific evidence shows that children diagnosed at the beginning of the manifestation of some learning difficulty may have mitigated the effects of school problems, reducing the impact of this, to the point that such problems are no longer noticeable in the course of their training. The expected result, after the training carried out via the workshop, is a decrease in educators' lack of information on the subject, as well as promoting an increase in readiness to detect possible problems related to children with learning difficulties. Justifies the implementation of the intervention, the idea that children often have school impairments and, if not treated, may have chronic symptoms, impairing their learning. The work is still essential, due to the fact that there are flaws in the teaching curricula of professionals who work with literacy, causing the intervention to overcome the teachers' lack of knowledge about neurodevelopment, as well as the early care of children, the which invariably occurs only when the damage has already occurred. The objective of the work, in short, is to propose a model of conduct and early diagnosis for the detection of learning problems that have become chronic in schools. Methodologically, this intervention will take place through workshops on child neurodevelopment, capacity building and teacher training for the perception of educators in relation to their students, so that they can detect early warning signs about possible school deficits in the Preschool phases. School and Elementary I, whether or not they result from some cognitive problem.