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In French preschools, the objective of putting children in school order goes hand in hand with a work of socialisation of children’s emotions. If some are valued (for example, the pleasure of working), those which threaten the school order are disqualified. Two ideal types of teachers have been distinguished. A first group establishes this emotional school system with gentleness and a certain temporary tolerance for the deviant emotional behavior of children. This group is found more among teachers from the middle and upper categories, and among those who work in working-class environments. Another group of teachers is implementing a more frank school authority. Their relationship to the child is less infused with “psycho-emotional” values. In our sample, it is more a question of teachers from working-class backgrounds, or teachers working in privileged areas.