The professional identity of educators is influenced by the entire system and community, but also by the educator's view of himself and his profession. Part of the professional competencies of an educator is his implicit pedagogy. It is based on knowledge and is developed by taking the initiative and taking the role of educator-researcher who contributes to the improvement of educational practice. At the same time, it develops new methods of action that it applies in educational work. A successful educator continuously develops his competencies and further improves them through lifelong learning. Reflexive practice is associated with lifelong learning and in this way the educator perfects himself and his professional practice. An autonomous educator is responsible for changing educational practices together with co-workers, parents and the local community. All participants in the educational process benefit from a quality partnership. In order to ensure a better and easier stay for children in an educational institution, it is important to establish cooperative relations between parents and educators. A competent educator achieves supportive, active and equal communication with parents with the aim of sharing information about the child's functioning in kindergarten. Educators are ready to respond to the challenges of building a partnership with parents, and require parents to understand, tolerance, time, effort, but also a true desire and intention in establishing and implementing a partnership. The objective of this research was self-assessment of educators' actions in activities (partnership) with parents and how educators implement reflective practice and what is its impact on awareness of their implicit pedagogy of cooperation and partnership with parents. The research was conducted through a semi-structured interview on a sample of 5 educators. The results of the research show that educators regularly conduct reflective practice using various techniques that help them in partnership activities with parents. It was noticed that reflective practice differs according to the work experience of educators because the response of educators shows that educators who have more work experience better assess their reflective practice, which is supported by examples from practice. It was also noticed that some educators believe that in some situations they need the help of a professional team in solving certain problems with parents. The most common forms of communication used are the traditional ones (individual conversations, parent meetings), and only one educator increasingly uses modern forms of communication (communication through social networks, groups, etc.). The obtained results indicate that all educators believe that their implicit pedagogies greatly affect cooperation and partnership with parents, but also consider the importance of cooperation through their own responsibility on both sides. Also, educators believe that it is important to have an equal relationship with parents, a lot of respect and appreciation, honest and open communication, understanding and tolerance, joint planning and decision-making and coordination of educational influences for a successful partnership.