There is an increasing focus on early-childhood education quality globally, reflecting a growing political awareness that education starts earlier than primary school, and that high quality in day-care influence children's learning and development. In Denmark, almost all children attend day-care, and day-care institutions are considered part of the educational system. Due to the welfare state, families across different social backgrounds have access to day-care institutions from early on. With this access to education from early age, you would expect conditions to affect social inequality, and eliminate patterns connected to family background. The high level of solidarity does not have the desired impact on children's development as it is. This study aimed to identify and point to reasons why this is not the case. (author abstract)