The aim of this final paper is to make an analysis of the cooperation between the educational institution and parents from a dysfunctional family and from the findings of the literature to conclude how a dysfunctional family affects the development of a child from such a family. If the cooperation between parents and educators is good and if they communicate well with each other, share their visions, ideas and views, the result will have a good impact on the child. Final paper has also touched on the role of early and preschool education institutions in the prevention of child protection, where it was elaborated how their active involvement and engagement affects parents and how affect child. A dysfunctional family leaves a deep mark on children, and most often these children are without parental supervision, without a sense of emotional stability on which to base their relationships in the future. The importance is placed on strengthening the competencies of educators as well as parents themselves in order to prevent any form of dysfunction on the child as soon as possible. Also, the role of providing support to educational institutions to parents as well as children themselves was explained, and several associations/programs were mentioned whose goal is to empower children, youth and families with a professional approach. Therefore, great attention is dedicated to educational institutions in recognizing dysfunctional families in order to enable children to live a normal life.