Read this article published on the Cercle Psy website.

A nursery psychologist? What’s the point? Babies can’t talk! The presence of a psychologist in a day-care center for toddlers is still in its infancy, but some parents and professionals still have questions. Is he or she seen as a full-fledged crèche staff member? What are his or her day-to-day responsibilities? How do they support the little ones? What difficulties does he encounter? A survey.

For a psychologist, working in a day-care center means embarking on a clinical adventure in which personal and professional, individual and collective, parental and institutional issues are at play.  » A crèche is not an insignificant place to practice, in the sense that it is based on the separation, generally unwanted, between a young child and his or her parents « , analyzes Denis Mellier, a clinical psychologist who has been working in crèches for over thirty years, professor of clinical psychology and pathology at the University of Besançon, and author of L’inconscient à la crèche. Dynamique des équipes et accueil des bébés (^2nd ed., 2004, Erès). The psychologist’s primary objective? To ensure the quality of care and the proper development of the toddler. However, as young children are not isolated individuals, they need to be approached as a whole. The psychologist’s intervention will therefore be triadic: with the child himself, with the professionals, and with the parents. What’s more, it’s difficult for the psychologist to constantly update his or her knowledge: not only does research evolve rapidly, but representations and beliefs about infant care, development and the needs of babies remain relative to family and societal values… and above all, intimate ones.  » From the moment he or she enters the crèche, the psychologist is immersed in a maternal universe, a bath of archaic thoughts specific to early childhood, » analyzes Pierre Duclos, clinical psychologist in crèches, RAMs (Relais d’Assistantes Maternelles) and PMI (Protection Maternelle Infantile) at the Conseil Général de la Seine-Saint-Denis.

Supporting teams to better welcome babies

The psychologist’s tasks vary according to the facility and the number of hours available, from a few hours a month to a few hours a week. For example, he or she takes part in team meetings at which professionals discuss various problem situations. Examples: Théo keeps biting the other children. How should he react? For some time now, Mathilda hasn’t been sleeping at naptime. What can we do?  » We don’t work on teams, but with teams. The idea is not to tell them what to do, but to support them in their questioning. « analyzes Denis Mellier.  » The psychologist ensures that the collective work carried out at meetings is an individual resource for the professionals involved. Taking care of the institution is an indirect way of taking care of the children in it. « Gaspard Bizeau, clinical psychologist at a Paris day nursery and parent-child drop-in center, adds. Especially since, according to Pierre Duclos, « the child’s symptoms are often linked to the problems of the institution ». To this end, the psychologist observes children and professionals, immersing himself in their environment whenever time permits.  » As the baby doesn’t speak, we need to decipher its non-verbal language. Observation therefore takes on its full meaning, as we reach infra-verbal levels. « says Denis Mellier.

In addition to clinical meetings and observation of toddlers, the psychologist can also interview parents and professionals, lead discussion groups, make home visits to childminders (as part of the family day nursery), and offer training courses for professionals. The psychologist develops his or her methodology with the team, in line with his or her ethics.

Fighting gentle violence inflicted on toddlers

As an early childhood professional, the psychologist has a duty to prevent mild violence, i.e. « short-lived episodes during which the interests of the professional take precedence over those of the child, for the sake of efficiency « , explains Christine Schuhl, early childhood educator, trainer and educational consultant in the early childhood sector, author of Remédier aux douces violences (Chronique Sociale, 2011) and editor-in-chief of Métiers de la Petite Enfance. For example, suddenly blowing a child’s nose without warning, or deciding to change a child without taking the time to explain what’s going to happen. These gestures, which the child is not in a position to anticipate, are part of an organization that was originally designed with the child’s best interests in mind.  » When diapering is done ‘on the line’, when meals are given quickly, the professional enters into a rhythm rather than a supportive relationship « , adds the author. In the community, the gentle violence with which children are confronted weakens their self-confidence and their notion of empathy.  » It takes perseverance and self-confidence to invite the team to reflect on mild violence, » confides Christine Schuhl. The aim is to encourage professionals to constantly refocus on the child’s best interests.

The psychologist as « Moscow eye »?

While the role of the nursery psychologist is rich and multi-interventionist, it can be hampered by certain difficulties inherent to this type of setting. The psychologist’s place in the day-care center can be difficult to find, because in addition to having little presence, he or she remains outside the structure, while working as part of a team with and for the professionals who make it up. « It has to be said that under current conditions of practice, at no point is the psychologist seen as a stakeholder in the reality of the place. They clearly don’t have enough time to create a quality link with the facility. « Patrick Ben Soussan, psychiatrist, head of the clinical psychology department and associate researcher at the clinical psychopathology laboratory at the University of Aix-Marseille II, author of Manifeste pour une vraie politique de l’enfance (Erès, 2011) and director of the Livre noir de l’accueil de la petite enfance (Erès, 2010).

What’s more, since the psychologist has no physical space of his own – no office, no reserved room – how can he find his symbolic place?  » In this type of structure, the psychologist’s intervention is much more dependent on the organization and social division of labor, » explains Gaspard Bizeau.  » It is the team and management themselves who implicitly define its place. That’s why it can vary from one structure to another. « adds Pierre Duclos. The psychologist’s ability to adapt is in great demand. Above all, it’s difficult to gain the trust of professionals, as teams may see the psychologist as a persecutor, the eye of Moscow. Suffering from working conditions that are often difficult and devalued, teams can remain legitimately apprehensive about an outside viewpoint.  » The teams need to be valued, because the early childhood professions are not recognized by society. They are wrongly perceived as easy and accessible to all. « Christine Schuhl, early childhood educator, trainer and educational consultant, author of Remédier aux douces violences (Chronique Sociale, 2011) and editor-in-chief of Métiers de la Petite Enfance. And teams are suffering more than ever from the changes inflicted on early childhood facilities.  » The number of children in each structure is overbooked to compensate for any absences, while the number of professionals in charge remains stable over time, » complains Patrick Ben Soussan. Confronted with collective resistance, the psychologist can be rejected, serving as a screen for the team’s projections.  » The psychologist is the other target of institutional conflicts, to the point of sometimes being designated as a bad object , » analyzes Gaspard Bizeau. A point that Denis Mellier puts into perspective, because, in his opinion,  » there are currently far more expectations on the part of teams to support this work with toddlers than in the past ».

Is he an expert?

Paradoxically, and in ignorance of what such a professional can do for them, some teams place the psychologist in the position of expert, offering solutions and knowledge to be applied to reality. This demand is reminiscent of the position of the psychologist promoted in the popular parenting and women’s magazines of the ^21st century.  » The teams fantasize about us as a medical or super-educational model who knows everything. So I don’t hesitate to remind them that no, I don’t know everything, and that they know the children much better than I do! » says Pierre Duclos. Formulating solutions runs counter to the psychologist’s approach, which is to encourage the team’s own reflections, rather than freezing them.  » Thinking all together, in a dynamic of humility and sharing, helps to bring out far more relevant avenues of intervention, » testifies Denis Mellier. Not forgetting that  » this expert position also undermines our role within the organization, as it creates a gap and puts us under a certain amount of pressure « , regrets Gaspard Bizeau.

The role of the nursery psychologist is complex to define, and is gradually taking shape. This is part of a rapidly changing sector, in which financial difficulties and politicians’ desire for profitability clash with the humanized views of parents and professionals.  » We are witnessing a global lynching of early childhood care. It’s up to psychologists to take a stand, speak out and denounce these sacrifices. « says Patrick Ben Soussan. However, while there will always be a need for team support, it’s not certain that the allocated budget will allow for a greater psychologist presence. So it’s hard to say what the future holds for psychologists in day nurseries, or what role they will play in the future.

To find out more…

Association Nationale des Psychologues pour la Petite Enfance (ANAPSY) headquartered at 4 rue de Crimée, Paris ^19th. Website

Patrick Ben Soussan (2010, Erès). Le livre noir de l’accueil de la petite enfance.

Pierre Delion (2012, Erès). Observation of the baby according to Esther Bick. Its relevance to child psychiatry today .

Denis Mellier (2010, Erès). The unconscious at the crèche. Team dynamics and welcoming babies.

Christine Schuhl (Chronique Sociale, 2011) Remedying mild violence. Tools and experiences in early childhood.