Articles 28 and 29 of the United Nations Convention on the Rights of the Child provide that every child has the right to a quality education that enables his or her full development. In the context of educational childcare, the quality of the process is generally defined as the coherence between the experience offered and the curriculum. In addition, the educator-child relationship is central to the quality of the process and is strongly related to the educator’s professional competences. In Quebec, the overall quality of the services offered to infants in educational childcare is considered to be good (Gingras, Lavoie & Audet, 2015a and 2015b). Most studies conclude that the educator’s initial and continuous training are among the characteristics that contribute significantly to the quality of a daycare service: it is therefore important to examine the content and the program’s structure of the continuous training specific to the work with infant. To increase the quality in educational childcare services, a framework for the continuous training of educators working with children under 18 months is proposed. This article is part of the operationalization phase of a research-development inspired by Harvey and Loiselle’s model (2009).