Objective: The aim of this work is to find out how a number of educators work when giving children support and opportunities for language development. Questions: What have preschool for policy to monitor/assess the children’s language development? What experiences do teachers have of children who need support in language development? How do educator’s regard support from specialised educator’s? Do these efforts support the children to enhance language development? Methods: Qualitative methodology, Interviews with six teachers and two specialised educators from three kindergartens in the municipality. Summary of conclusions: The municipality in which the survey was conducted has a document that provides guide lines on how to work with children’s language development in school and preschool. Pedagogical documentation is a tool that teachers use in nursery school which educators and parents can follow, which shows children’s learning processes and learn strategies. Research shows that through play, music, creative activities, photos, etc. and the educator’s ways of supporting and giving children context-rich words supported language development. This study shows that teachers use methods that research shows to be congenial to language development. Educators work in their own ways and use different methods to ultimately support the child in its language development. With various efforts from the preschool teacher, language teacher, parents, speech therapy and special education teachers, the educator seeks to support the child’s continued language development.

Les réformes et la nécessité de réduction des coûts dans le secteur médico-social amènent à repenser la logique des qualifications en fonctions des tâches à exercer. depuis une dizaine d'années, certains établissements ont introduit dans leur organisation des « coordinateurs », éducateurs spécialisés ayant des tâches supplémentaires, visant à faire le lien entre les chefs de service et des équipes de professionnels moins « coûteux » sur le terrain. cette fonction, très floue, n'est pas la résultante d'une formation, n'a pas d'existence dans les diverses conventions, et pose souvent question à la fois aux personnes exerçant ce rôle, et aux collègues ne l'exerçant pas. ces questionnements, fréquents dans les sites d'éducation spécialisés, ne bénéficient pourtant d'aucun écho dans la presse spécialisée depuis 10 ans. ma thèse visera à étudier de façon plus approfondie, et questionner ces fonctions dans les établissements, en me rapprochant de tous les acteurs en présence. / This thesis concerns the role of coordinators as created and developed within residential care homes in specialised education during the 21st Century. We will be investigating a role that is invisible in the professional sector, existing neither in legislation or in Collective Agreements, and to which very few industry journals are devoted. This research was carried out against a historical perspective of professions in the specialised education industry, but also from a multiscalar perspective, articulating macro-, meso- and microsocial perspectives to gain a better view of the changes associated with the division of labour within organisations. By mobilising the sociology of professions and the sociology of organisations, and via an ethnographical survey, this thesis shows that the role of coordinators reveals a shift in the references of professionals in the closed sector of specialised education towards the commercial world. This analysis is centred on two major themes, which depict a role founded in the logic of competence. The former theme considers the plurality of formal attributes, activities and profiles amongst coordinators. The latter theme reveals a genuine activity governed by institutional contexts, changes in the division of labour, interplay among actors and interactions with professionals, coaching and field work. We will thus show that, by modelling themselves on the organisation, coordinators fulfil a role of translation and crystallisation that facilitates relations between professionals. We view the silence on the subject of this role as a strategic choice, facilitated by an individualisation of the role, an isolation of coordinators, and by determinist statements addressed to professionals in the field.