This article explores the value ascribed to participation as a key element for defining quality in early education and care. It draws on findings obtained through informal observations in a number of Parisian day-care centers. This experience, stimulated by French-Italian exchanges, was carried out within the frame of the Proposition for a European Policy for Young Children formulated by the Children in Europe Network in 2008, particularly of its principles 4 and 10. These principles consider participation and mutual learning as core ingredients of quality. In this article, the focus is on professionals' participation in this process as well as on participation inside and outside the day-care centers. Paradigmatic changes concerning parents' participation are analysed and conditions for changes are discussed. More generally, the article highlights possibilities and challenges that informal settings of co-learning can offer to the field.
Participation; democracy; quality; day-care centres; informal education