The theoretical part of this master's thesis defines the educational communities of the child, namely the family and the institution. The child first of all meets his family members, who represent and ensure his safety and are therefore the most important people in his life. By starting kindergarten, the kindergarten teacher also becomes a key person in the child's life, spending most of his time with him and providing him with appropriate support. Given the very frequent equating, the differences between the concepts of partnership and cooperation between family and kindergarten stand out. Cooperation is considered to be the mutual exchange of information through communication and socializing of participants, while partnership is considered an equal relationship in which power and responsibility are equally shared. Parents can be involved in the work of the kindergarten passively and actively, and it is necessary that the teacher recognizes and offers different ways, so that everyone participates depending on their preferences. The second part of the paper presents the conducted research. The research aim was to examine parents opinions on the importance of family-kindergarten cooperation through the assessment of personal agreement in recognizing the importance of familykindergarten cooperation, involvement in kindergarten so far, the level of personal preference for these ways, and parental trust in teachers and kindergarten. The anonymous survey involved 247 parents who have children enrolled in a nursery or kindergarten in the Republic of Croatia. The survey questionnaire was distributed online and all participants voluntarily agreed to participate. The survey showed that 58% of parents fully agree that teachers are professionals with the necessary knowledge and skills, and 88% of parents fully agree with the statement that teachers are important to them and their children. Furthermore, 64% of parents do not agree at all with the statement that teachers with children visit the family home in case of prolonged absence of the child, and 63% of parents emphasize the recognition of the importance and role of individual parent meetings.