The nursery and preeschool Eketrägatan is situated in Gothenburg. The school's main subject 2014 is to work within the areas of children's influence in their education, to meet different cultures and to develop an enviroment supporting education. Every year we have a survey and the respondants are parents and children. 2013 was the result concerning children's possibilities to hold in their education extreamly low and became a natural area of development 2014. The strategy 2014 in education for Lundby contains 3 focus areas; leadership, compensatory achievement och influence for the children. In the budget of Gothenburg were the political majority defines their statement, it says that norm critisism due to gender shall be a statement in all our processes in education. This is also a task within the programme for preeshools. Due to our low results concerning children's possibilities to hold their education, combined with the statement concerning norm critism, we want to work with increasing children's influence from a norm critical approach by deepening our teoretical knowledge. As the leader of Eketrägatan I notice the staff talking about influence but they cannot see this in the ordinary work as mean to reach the goals. As teachers you develope structures within the children can choose but we dont invite them to build the structure. The school is stuck in the loop of influence beeing about apples and pears or what kind of toys to buy. We need to discuss the real influence that is about responsibility, compassion and respect. A modernization and internationalization is necessary to change our traditional way of working with influence. Our goals coincides with the priorities of the Treaty of Lisbon, Erasmus + but also with the European youth strategy, in terms of increasing youth participation in the society. We want to engage young people, the school's pupils, in our decisionmaking and increase their empowerment. In the long term, this will strengthen their participation and influence in the decision making regarding other social structures as well as increasing young people's interest in higher education. Reducing the number of early school drop-outs and increasing the number of people with higher education, which are priority objectives of the EU 2020 strategy, are long term effects for working with young people's empowerment and influence, as in this project. Therefore, we turn to Erasmus + programme and focus on following priority areas in the Erasmus + programme; strengthening educators' skills and improving the quality of teaching. Our development plan is based on our need of increasing skills and knowledge regarding children's influence and norm criticism. To increase relevant skills, educators' knowledge about diversity, equality and communicative methodology must deepen. They must broaden their perspectives as well as their theoretical knowledge of what diversity and equality is, to be able to meet the pupils as individuals and to think from a norm critical approach. They have to learn new methods and tools to converse successfully with our pupils. We are therefore applying for support for two training courses; one in Denmark on innovative communicative methodology and one in Latvia on equality and diversity. We are also applying for support for job shadowing at a nursery school in England where they have managed to work with children's influence and norm criticism approach. With the theoretical and practical elements of the mobilities, the educators will be able to put the theory into practice and see how educators in England are working with children's influence and norm criticism. The participants will have to think outside the structures and can return with new skills and approaches. The selected participants are a working group of six educators, one from each departement at the preeschool. This group works specifically with equality and children's influence. The participant are currently developing two plans to identify what they should learn during the mobilities. They will also keep logs of what they are learning every day during the mobilities. In that way the educators will use these documents and their gained knowledge to devise a plan of action on children´s influence. This plan of action will define how the preeschool, teachers and pupils will work to improve the children´s influence from a norm criticism approach. The plan of action will also be incorporated in our business plan so that we, in the long term, continue working with children´s influence and norm criticism. Moreover, the documents combined with participants' gained knowledge will contribute to a wide dissemination of the results to different units such as other pre-schools, pre-school management and the education committee. This wide dissemination and long-term implementation will better our work with engaging pupils in the school's decisionmaking which will increase the quality of teaching as well.