this article describes a program for intervention in parent-child interactions, in playful learning contexts, aimed at “at-risk” families, with children up to age 3. an exploratory study is also presented, wherein the efficiency of the program is evaluated. the program, whose activities aim to develop parental competencies, through modeling and experimentation of positive interactions in seven sessions, was applied to 19 parent (age m=28.5; s.d.=9.48) child (age m=21 months; s.d.=0.99) dyads, in the home environment. the pre-post test design evaluated the interactions of 19 parent-child dyads, using the ncats teaching scale and home. significant differences were found in all the areas of the child’s environment (daily stimulation, play material, physical and temporal environment, emotional and verbal responsiveness of the parents) and in the quality of the dyad’s interaction (sensitivity to signs, response to distress, promoting development, clarity of child’s signs and responsiveness to adult). even though this is an exploratory study, the parent adherence and satisfaction, as well as the positive effects of the program on the dyads interactions suggest the importance of continuing studies to validate the program, in order to generalize it’s application.