Abstract
Given the importance of mutual understanding in babies’ education and care, as well as the greater pedagogical requirements in this context, this article aims to identify matches and mismatches between parents and professionals in baby rooms, regarding concepts of professionalism and the respective aspects that are most valued. The exploratory study grounds its basis on a literature review of the perspectives of parents and professionals regarding children´s image and the role of interactions in babies’ socialisation, learning and development. Focus group discussions were held with parents, educators and educational assistants. The qualitative analysis indicates that all participants had expressed a (post)modern conception of children, and day care contexts had been conceptualised as socio-educational spaces marked by close relationships that promote socialisation, learning and child development. The article ends with some recommendations.