Cooperation between parents and educators in kindergarten is necessary primarily for the well-being of the child, but it also contributes to a better educational process. By getting to know the child through the parents' information, the educator can better individualize and adapt methods and procedures to each child. When parents cooperate with educators, they are included in the kindergarten curriculum and are more satisfied with their parental role. A higher form of cooperation is the partnership of parents and educators. The paper deals with the cooperation and partnership of educators and parents in kindergarten. In a cooperative relationship between parents and educators, the child is between the parents' expectations on the one hand and the educators' demands on the other, while the partnership balances these demands and expectations. In a partnership relationship, parents are active participants in the development of the kindergarten curriculum. Such a relationship promotes well-being for the child, but also for the educator, the kindergarten, parents and the social community. The aim of the paper is to describe the difference between the collaborative and partnership relationship of parents and educators and the benefits of partnership with the aim of developing a positive social environment for child development.