The paper discusses parent involvement and participation in early childhood education as inclusion or exclusion of migrant parents in the educational system. In Denmark, parent cooperation between preschool, school and home has high priorities. It is a priority both political, educational and for the parents. The aim is a democratic way to involve parents in the work of the school and the institution and parental participation is considered to be a way to support children's development and learning processes in education. The importance of parental cooperation has been increasing over the past several years. The cooperation is in a educational logic a way to build equity in the education system because it is imagination that parents cooperation could overcome the social and cultural barrier, which otherwise seems to create an inequality in children's performance in education and specially in the case of migrant children.
 These perceptions and experiences of cooperation have thus produced a cooperative logic and culture that create habits and routines, but also specific action and ways of thinking about and with parents. An overall question is whether the intentions of parental involvement create equality in education? In addition, it raises a fundamental question of whether cooperation is important for children's learning and development processes as currently envisioned. The research project deals only with the first question. The purpose of this research is therefore to examine the following research questions in relation to the migrant parent.

• Which forms of involvement and participation are constructed in a collaborative practice in early childhood education?
• When do the parents have the opportunity to participate and be involved in relation to the existing cooperation practices?
• How shape these forms of involvement and participation equality or inequality through process of inclusion and exclusion?
  How is it possible to make good inclusive forms of collaboration in an institutional practice?

Bourdieu, Pierre (1991) Language and symbolic power Cambridge : Polity Press, Fairclough, Norman ( 2010) Critical discourse analysis, the critical study of language London Højholdt, Charlotte (2008) Participation in communities – living and learning across different contexts Research in Early Childhood Education. Vol. 15 2008 Kastoryano, Riva (2001) Transnational participation and citizenship. Immigrants in the European Union Krøyer, Jo ( 2006) Kritisk forskning og forskellige forandringsperspektiver – en teoretisk tilnærmelse Dansk Nordisk Udkast nr. 34 23-38. Seth, Chaiklin ( 2010) Relationer mellem forskningsviden og praksis. En guide for den desorienterede. I Introduktion til et spændingsfelt af Lene Tanggard og Svend Brinkmann Sørensen, Eva (1999) Empowering the parents, user influence in the Danish primary School System. Participation beyond the ballot box; European case studies in state- citizen political dialogue UCL Press London Spradley. J, P ( 1980) Participant observation. London. Thomssons Learning.