The American child care scene, as perceived by the French educateurs, is globally unconceptualized and lacking in coordination of the interesting tasks developed by the different agencies. By contrast, in France, child care exists as a nationally certified discipline for which there are clear definitions of role and practice; 40 training schools prepare people for entrance into the profession. Because of different professional priorities and a different evolution of services and manpower, the conceptual model of American child care work is not nearly as developed as the conceptual model of the educateur. Similarly, the elements of practice for which the American worker is responsible are not as clear as those for his counterparts in France. 8 references. (Author abstract modified)