Literature has shown that parental involvement is crucial for the proper social and cognitive growth of the child. However, not all parents are equally equipped to participate to school life. Minorities and immigrants often face additional barriers that prevent them from participate to their children’s school environment as others do. Participation itself is a problematic concept: language barriers may discourage them from engaging in their children’s early care and education, such attending parent teacher meetings and others opportunities. There is the need to promote a new perspective on parents’ active engagement. In fact, intercultural dialogical process and cultural negotiation’s experiences are rare in school’s contexts where a more asymmetric face-to-face model is dominant (Tobin, et.al. 2016). Research showed that immigrant parents have much to contribute to the dialogue of preschools practices when they were given an opportunity to share their concerns (Tobin, Arzubiaga, Adair, 2013; Mantovani, Bove, 2016).