From the curriculum framework to its dissemination: the accompaniment of educational practices in care facilities for children under three years

This article addresses the accompaniment of early childhood professionals in the French Community of Belgium, during the implementation of new curricular frameworks for children under three years of age. It provides a critical analysis of the risks of standardisation arising from the development of quality tools, when such tools are not accompanied by long-term, professional coaching participatory processes and democratic debates between all stakeholders. It shows the importance, especially in countries where the system of care and education is divided, of designing procedures and approaches that strengthen inclusive professionalism.