This is a research project on daycare centers (0-6 years) in Gladsaxe municipality. The focus area is: Involvement of parents in the daycare in relation to children's learning, based on that educators percieve a challenge, involving parents in their understanding of the learning in their daycare, and understanding parents experience not to be involved in their children's learning in the day care. The research method for changes in the organization is “Future-workshop” Where actors from the organization, democratically and in a critical - utopian context contributes, to a change-oriented view at the phenomenon,”Future-Workshop” data will form the empirical basis for the research and theory, and relevant research. The theoretical basis of the project is Knud Illeris (2012), basic learning theory and Etienne Wenger (2004) Communities of Practice. The project's empirical data points to the importance of mutual understanding between parents and professionals, which James Nottingham 2014 & Jerome Bruner (1996) "Scaffolding" is used as perspectives. Analysis categories indicate conditions for parent involvement in the daycare: Authority concept, the academic profession, understanding as a bridge between the two communities of practice respectively the professionals and parents, as well as insight and use of home learning environment importance in relation to children's learning. This research project is an intermediate, in a research project from September 2014 - June 2015, on 5 daycare centers in Gladsaxe. The research concludes that there are several ways to involve parents in children's learning in the daycare, Parent workshops, parenting courses, a Parents lounge and elements from the projects in the daycare centers, which are brought home. This requires that the educators professional awareness is more comprehensible to parents, a common understanding of learning in the daycare, that the professionals are trained in communication skills, and that the child's learning environment is seen in a context and not as an individual part of the daycare and the home. The perspective is a view seen from the parent, which contributes to common understanding in the two communities in practice, as well as empowering parents' position in the daycare. It will contribute to the two communities of practice common understanding - and enforce children's learning in a global context.