| Summary: | The article analyses the subjective and objective conditions that would enable specialist nursery nurses to become teaching assistants in French pre-schools. It is based on archival work drawing both from three trade union and professional journals and also from the debates surrounding certain normative texts documenting formal audience-related controversies (Abbott, 1988). Structured into three periods ranging from the 1960s to the 2000s, it demonstrates that teachers’ initial opposition softened from the 1990s onwards, with the expansion of nursery nurses’ jurisdiction being facilitated by the fact that the tasks which would ultimately be delegated to them had been discredited beforehand.
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