With the aim of improving quality and childhood, the effect is not only of those factors directly related to the child, such as the family, but also the characteristics of the community in which the family lives, and its relationship with the community, more specifically the institution for early and preschool upbringing and education. Particularly, this cooperation is important during challenging times in children such as transition periods from a family home to nursery or kindergarten. As parents are perceived as collaborative, whether they are happy and what they propose to improve, the questions they will be concerned with will be explored. In accordance with the foregoing, main purpose of this research is to examine the quality of co-operation between institutions for early and preschool education and care with parents during the transition periods of children from the perspective of parents. The sample consisted of 157 parents / guardians (out of which 26 fathers) children attending three subcentres of pre-school education at the Kindergarten Rijeka. They assessed the behavior of children as indicators of attachment, temperament of children, satisfaction with the quality of co-operation with educators during the adaptation of the child to the kindergarten, co-operation with the whole kindergarten and collaboration with the community. The average age of parents is M = 37.18 years, ranging from 23 to 60 years old. The average age of children is M = 4.71, ranging from 1 to 7 years old. According to marital status, 112 respondents are married, 30 in the extramarital community, 8 divorced, 3 widows and 1 single. The results have shown that parents largely estimate that children have secure attachment style and easy temperament. In addition, they assessed a high level of satisfaction with kindergarten (M = 3.97) and a high level of community collaboration (M = 3.69). Furthermore, there was a significant correlation between the estimated quality of co-operation between parents and kindergartens with satisfaction during adaptation and collaboration between parents and the community. The above demonstrates the importance of developing high-quality relations between different subjects of the educational process to facilitate the adaptation of children to institutions for early and preschool education and care.