The topic of this paper is the characteristics of the partnership between parents and preschool education institutions that contribute to the child's well-being. According to Bronfenbrenner's theory of ecological systems, the family and preschool are the closest environment to the child and undoubtedly have a great influence on the child's development. The partnership between the educational institution and the family in practice implies setting a common goal. That goal is the well-being of the child. By working together, harmonizing behavior and each fulfilling their role, this partnership can achieve positive results for the child and ultimately the local community. This relationship can be understood by the partnership models offered by deFur (2012) and Epstein (2011; according to Smith et al., 2019), which can be used as guidelines for achieving the highest quality partnership. Also, the difference in the terms of cooperation and partnership in the relationship between the educational institution and the family is highlighted, where partnership is the highest form of relationship in which the participants act in a common direction and goal. Numerous authors highlight two-way communication, mutual respect and active listening as characteristics of a partnership that ensures the quality of education. The seven characteristics of partnership are communication, alignment of learning at home and in the institution, development of community and identity, recognition of the role of the family, consultation in decision-making, collaboration outside school and participation (Australian Department of Education, 2020). The educational institution and the family, i.e. the parents, have knowledge and information about the child, and by working together they can provide the child with the most optimal environment for growing up and create a positive attitude towards education.