Background: Parents turn to child health nurses for advice and support. The organization therefore needs to be available. The role of the child health care nurses is to promote the health of children and families, which includes supporting families based on general and individual needs. There are risk factors for children's health, including mental illness, violence and migration. It is important that authorities in society collaborate to actively reduce these risk factors. Social services should work to give children and young people a safe upbringing. The family counselor is part of the social service. The family counselor acts at the family center, as well as the child health care nurses, and here they can interact with children and families based on their respective assignments.  Aim: The purpose of this study was to describe the child health care nurses and family counselor's experiences of collaboration in home visits to families with a child eight months of age.  Method: A descriptive design, an inductive approach with qualitative interviews analyzed with qualitative content analysis was used. Results: The experience of the child health care nurse and family counselor is that organizational prerequisites allow collaboration and family adapted home visits can give children and families a better back-up. When organizational prerequisites exist, and home visits can be based on the individual family needs, child health care nurses and family counselors experience that collaborating at home visits can be supportive for children and families in the moment and over time and provide better support for children and families

Cette recherche élabore une compréhension du soutien adapté exercé par des Auxiliaires de Vie Scolaire (AVS) auprès d’élèves aux fonctions exécutives troublées, lors d’une séquence d’apprentissage scientifique en classe ordinaire de primaire. Pour caractériser l’exercice de ce soutien, nous avons mobilisé et articulés entre eux cinq champs théoriques. Le premier, l’approche ergologique étudie comment les AVS composent leur milieu de travail. Les recherches de psychologues permettent de comprendre « aider à apprendre » dans le cas du soutien des AVS. La référence à la neuropsychologie permet de percevoir le handicap cognitif et ses répercussions possibles sur les apprentissages dans un contexte d'enseignement scientifique. Nous nous sommes appuyés sur des recherches en didactique des sciences pour mieux identifier les particularités du soutien d’un élève présentant des troubles des fonctions cognitives dans ce cadre de l’enseignement des sciences. Enfin, l'étude interroge la notion d'un partenariat entre les deux adultes présents dans la classe (enseignants et AVS) et des travaux permettent de mieux en comprendre l'organisation. La méthode d’étude du soutien a été conçu et nous avons recueilli le matériau de l'étude. Les résultats principaux montrent que l’exercice des soutiens des deux catégories de professionnels –enseignant et AVS– recouvre de multiples modalités et il peut être caractérisé. Il relève d'agencements d'aspects cognitifs et didactiques. Les élèves de l’étude progressent et ne sont pas plus en difficulté que certains autres élèves de la classe. Les AVS et les enseignants soulignent la complexité à accompagner et répondre ensemble aux besoins éducatifs / This research develops an understanding of the suitable adapted support done by “school ancillaries” (SA, in France, person contracted to provide support to special needs children in the classroom) and addressed to pupils with disturbed executive functions during a science class in ordinary primary classrooms. In order to characterise this support, five different theoretical frameworks where articulated. The first one, the ergonomic approach, studied the way the SA are dealing with their work environment. Researches in psychology allow to understand the concept of “heling to learn” in the case of the support by SA. The reference to neuropsychology allows discerning the cognitive disability and their possible impact on learnings in the context of science teaching. We based our work on research in science education in order to identify the specificities of pupils with disturbed executive functions in science class. The last theoretical grounds questions the notion of partnership between two adults in the classroom (teacher and SA) and research works allow to better understand this organisation.The method to study the support given by the SA was designed and the data collected (video, interviews). The main results highlight that the support of the two categories of professionals – teacher and SA – covers multiple modalities and can be characterized. Such support falls under arrangements of cognitive and didactical aspects. The pupils with disturbed executive functions make progress and do not show more difficulties than some other pupils of the class. The SA and the teachers stress the complexity to support and answer together to the special