Accompaniment - a professional care?

In the European contexts where the structure of service supply is divided and where the initial trainings of professionals of childcare services are inaccurate (low levels, a focus on medical approach without adopting a more global psycho-educational view, etc.), several ways of professional developments could be considered as « professional care». The case of the Brussels-Wallonia Federation shows the importance of educational orientations for all services (for children between 0-12 years) thanks to curricula understood as tools of professionalization (rather than of standardization) (OCED, 2001, 2006, 2012). The case also illustrates the necessity to have a comprehensive set of coordinated actions of professional accompaniment for several years (Pirard, 2011; Pirard, Barbier, 2012). This accompaniment could be considered as a «professional care» that acknowledges the process of individual and collective competencies growing when certain conditions are guaranteed (Urban, al., 2011).