This paper aims at characterizing what kind of specific units of professional competence (i.e. “professional gestures”) are identified as salient by professionals in Art Education contexts, when they are working together to supervise art museum experiences for very young visitors (pre-elementary level). The context is an action-research program including teacher education dedicated to collective observation and analysis of students’ museum visits, linked with classroom preparation and exploitation. The first part presents the what is theoretically at stake in what we call a “aesthetic education”. The second part presents the most salient professional gestures that have been identified by the group and tries to shed light on these problems and outcomes from fundamental questions in the sciences of art, esp. aesthetic.