Traditionally, pre-school systems in Europe tend to aim either at the holistic development of the child or at preparation for their future schooling. That said, for several decades, the logic of ‘schoolification’ has taken hold in many European pre-school institutions. Through a study of the French context, we question the consequences of this type of logic. It might, for example, lead to a preference for implementing a harsher vision of the pedagogical relationship (enforcing obedience), a less playful pedagogy and less concern when it comes to taking the children’s interests into account. The more formal educational climate can also result in such an increase in the pace of learning that it reaches the point of prematurely marginalising children who do not receive the same level of academic support in their home environment. Finally, this approach to pedagogy can also lead to professionals being less focused on the psycho-affective relationship with the children, and of their emotional security. In short, the logic of ‘schoolification’ can generate quality deficits in Early Childhood Education and Care.