For child development, it is necessary to create a stimulating environment, and the optimal precondition for this is a cooperative and partnership relationship between the parents and the educational institution, that is the educator. Although partnership and cooperation are different concepts, their purpose is the same, and that is the welfare of the child. The notion of cooperation can be explained as the activity of educators and parents whose common goal is the welfare of the child and daily exchange of information about events in the group, or doing and performing a task which main purposes are quality changes achieved by agreement (Vukin, 2016). When it comes to children with special educational needs, cooperation is especially important, and only with the common goal and cooperation of parents and educators, we can have positive results. The aim of this paper is to show how good cooperation between educators and parents can have positive results, respectively how great progress can be seen in a child in a short time. With a joint individual plan and program in which educators and assistants work in kindergarten, and parents at home, great results are achieved, and furthermore in this summary we see that good cooperation with children with special educational needs is the key to success. Through this work, we will get to know the story, fears and thoughts of the child's mother with special educational needs, and the story of the educator whose group the child attends.