Abstract :
[en] Literature indicates that working with young children and their families should be nowadays a central dimension in the curricula of the ECEC services (European Commission, 2014, 0CDE 2015) and requires core competences that should be developed in the initial training and sustained in a 'competent system’ (Urban, al 2011). The analysis of some experiences in several countries underlines the importance of a broad, multilevel and contextualised perspective (Vandenbroeck, 2016) which engages professionals, their leaders, their teams and other stakeholders in learning professional communities (Sharmahd, 2017). All these results show the importance of relational, interpersonal and reflective competences beyond technical skills. Three action research projects on initial training and professional development have been carried out in Wallonia Brussels Federation (WBF) since 2011. In these, 150 practitioners, trainers, teachers, political heads and researchers from France, Flanders, England, Sweden and Quebec were gathered. Four steps were set: analysis of the main programmes of initial training in WBF, discovery of the educational programmes of several countries known for their quality workforce, proposal of recommendations. The results underline six principles and three competences to reform initial training and continuing professional development. They recognise the practitioners in the field of ECEC as educational professionals of relationships and reflexivity.
