Children were brought to kindergartens only for babysitting, in the past, so there was not much cooperation between families and kindergartens. However, when kindergartens became institutions for education of children, things have changed. Educators and other expert assistants advocated cooperation with parents and their involvment in the life of educational institution. Development of the society and the importance of early nurture of child's development have contributed to new approach, paradigm in understanding early education and parent-educator cooperation. Precisely because of that, cooperation between families and kindergartens began to develop more and more and it was focused on achieving common goal, which is welfare of the child. There are various ways of cooperation that educators use in their work: individual conversation, parents meeting, creative workshops, open week, parents corner. As technology continued to grow, educators began using some of the new ways of cooperation that were less used in the past , such as: social networks, applications for smartphones and websites of kindergartens. It is important to mention that not every cooperation is always successful. There are different factors that can lead to obstruction of cooperation , such as: structural, cultural and interpersonal factors. It is crucial to identify those factors on time and both sides of cooperational relationship should tend to overcome it together.