The term ‘curriculum’ features prominently in international texts, so it deserves to be recognised and used by French stakeholders who wish to take part in collective discussions on all the objectives, values and standards underpinning and framing care and education practices. The quality of childcare for young children is not limited to setting quantifiable standards (e.g. spaces, mentoring). Quality is a multi-dimensional concept; its definition is part of a participatory process of building a common set of values and pedagogical principles. It is in the spirit of the — never definitive — and always contextualised — definition of this common core, which cannot be free of ethics, that this book, consisting of a diversity of voices, wishes to put forward. The curriculum is perhaps a working utopia, which involves renewing the social relationship to the child, the parents, but also within the teams themselves, between the teams and their managers: revisit the paradigms underlying the teaching act; write the meaning of practice differently; redefine the policy objectives of the social function of childcare facilities; opening up the space for educational and pedagogical content; positioning this space as a real political challenge.