Our research is based on the triangle of expectations the early educations care teachers meet from the parents, the society, and what`s best for the child; how the ethical dilemma in inclusive education is a balance between different considerations for the teacher (Afdal, 2011, Reindal, 2016, Reindal, 2019).

The Norway`s society today have a more diversity of cultures, economic, social, religions and geographic background than earlier (Morken &Karlsen, 2019).  Each family has roles, traditions and a background who have an impact for their meanings of what`s important for their children’s education, different expectations to how they want to be met by the society and early childhood teachers (Wolf, 2018). The ideal of equality in Norway; that everybody have the same rights to be treated equally regardless of function and capabilities (Sen, 1993,1999), is still an important value who can make it difficult se the variety in parents and families (Bendixen, Bringslid & Vike, 2018).

 The “Professional ethic for the teaching profession” (Union of Education Norway and Norwegian Union of School Employees, 2012) are an important guideline for basic values of the teaching profession.  Understanding early childhood parenting and care are based on universal human rights and especially the UN convention on the rights for children. (UDF & SL, 2012). The value of “what`s children’s best?” is an important guiding principle for the teaching profession (Kunnskapsdepartementet, 2017). The principle towards corporation and understanding parents in early childhood care are the first rule and premises in Norwegian right for early childhood care § 1. (Barnehageloven, 2005, §1).

Early childhood teacher’s everyday life is in the middle of a triangle with expectations from both their own profession; whit the UN Convention on the Rights of the Child (1989), the society`s mandate and rules act relating to kindergarten (Barnehageloven, 2005) and the parents’ mandate; whit The Universal Declaration of Human Rights §26.3 (UN,1948).   In this study we wish to highlight some of the challenges, cross pressure, and ethical dilemmas these teachers face in their meeting with the normal life in early childhood care whit inclusion and corporation with parents. Our research is based on empirical data from interviews with early childhood teachers, both groups and individuals. Our understanding is based on the principle that the variety among parents, families and children are an important resource in the community that can be both a challenge and a good resource for children with special needs and for all children.

This study is conducted with qualitative methods (Kvale & Brinkman,2015) and the aim was to research with the proposal for reflection towards inclusion in everyday life for children in Norwegian early childhood care. Kvale & Brinkman (2015) emphasizes the qualitative methods for refection and start of a new paradigm in the society. The interviews were both in groups and individuals; and the informants has different roles in the kindergarten. The article is based on findings from the interviews and one of the prominent issues from the informers. We want to compare the finding with literature review (Creswell, 2014) and analyzing of document (Asdal & Reinertsen, 2021, Bowen,2009), in the study for this article.

Our expected outcome in these studies is based on the first empiric of the informants we already have interviews results from. Our informant answers give us a strong hint that the parent`s impact on inclusion education in early childhood care is a higher issue as we believed before we started this research. Therefore, our aim is to dig deeper in this important matter for the inclusion education and parenthood. The aim of this study is reflection for early childhood teachers and the society for a better understanding of how the parents and early childhood teachers can cooperate with respect for each other and a high standard of inclusion education regardless backgrounds.

Asdal, K. & Reinertsen, H. (2021): Hvordan gjøre dokumentanalyse. En praksisorientert metode. Cappelen Damm Akademisk. Alfdal, G. (2011) Veiledning som moralsk virksomhet. In: T.J. Karlsen (red.) Veiledning under vilkår. Gyldendal Akademisk. Barnehageloven. (2005). Lov om barnehager (LOV-2005-06-17-64). Lovdata. Lov om barnehager (barnehageloven) - Kapittel I. Barnehagens formål og innhold - Lovdata. Bendixsen,S., Bringslid, M. B. & Vike, H. (2018) (red.) Egalitarianism in Scandinavia. Historical and Contemporary Perspectives. Palgrave Macmillian. Bowen,G.A.(2009). Document Analysis as a Qualitative Research Method. From: Document Analysis as a Qualitative Research Method | Emerald Insight Kunnskapsdepartementet (2017). Rammeplanen for barnehagens innhold og oppgaver. From: Forskrift om rammeplan for barnehagens innhold og oppgaver - 1 Barnehagens verdigrunnlag - Lovdata Morken, I. &Karlsen,J.(2019). Migrasjonsrelaterte lærevansker. In: E. Befring, K-A. B. Næss & R. Tangen (red.) Spesialpedagogikk. Cappelen Damm Akademisk. Reindal, S. M. (2016). Discussing Inclusive Education: An Inquiry into Different Interpretations and a Search for Ethical Aspects of Inclusion Using the Capabilities Approach. European Journal of Spesial Needs Education, v31 n1 p1-12 2016. Reindal, S. M. (2019). Spesialpedagogikk – noen etiske problemstillinger og normative teorier. In: E. Befring, K. Næss, & R. Tangen. (2019) Spesialpedagogikk. Cappelen Damm Akademisk. Sen, A. (1993) Capabilities and well-being. In M. C. Nussbaum &A. Sen (red.), The quality of life (s.30-53) University of Utha Press. Sen, A. (1999). Development as freedom. Oxford University Press. United Nations General Assembly (1948) The Universal Declaration of Human Rights. Universal Declaration of Human Rights | United Nations Utdanningforbundet (2012).Professional ethic for the teaching profession. From: https://www.utdanningsforbundet.no/globalassets/larerhverdagen/profesjonsetikk/larerprof_etiske_plattform_a4.pdf Wolf, K. D. (2018). Stakeholders’ opinions of quality in Norwegian kindergartens. Early Years. https://doi.org/10.1080/09575146.2018.1547686