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This article focuses on the study of the relationship between preschool and families based on the regular circulation of life notebooks between teachers and parents. In a comparative approach to child socialisation modes, the parents’ interpretations of preschool issues and their teaching practices have been compared to the school resources they have been addressed. Beyond a consensual message on the nursery school’s missions included in the notebooks, the survey conducted between 2017 and 2019 shows two polarities of school discourses, adapted to the social composition of the audience to which they are delivered. On one side, school practices tend to extend within families already familiar with preschool and its language issues. On the other side, unbeknownst to teachers producing a discourse as close as possible to official prescriptions, mothers from working-class backgrounds seem to favour other resources where they find more educational references.