Through daily communication between ECEC teachers and families, active participation is encouraged, which in turn contributes to the development of collaborative relationships that strive toward partnership. The quality of such relationships varies in each institution. It depends on the participants themselves, their individual differences in character and experience, and the institution itself. While in some institutions the family takes an active role, in others, it acts merely as an observer of the educational process. The aim of this research is to examine the quality and modalities of cooperation between families and early childhood education institutions, gaining insight into the experiences and challenges associated with monitoring and improving this area of quality, with a special emphasis on elements of the self-evaluation process. A total of 89 ECEC teachers employed in early childhood education institutions in the Republic of Croatia participated in the research conducted through an online survey. Elements of the self-evaluation framework for early childhood education institutions (Handbook for Self-Evaluation of Early Childhood Education Institutions, 2012) and quality indicators according to ISSA’s definition of quality pedagogical practice (handbook “Theory into Practice - Handbook for Professional Development of Educators” by Tankersley et al., 2012) were used to develop the instrument for this research. Three quality standards from the “Family and Community” domain were selected, and the corresponding indicators of quality pedagogical practice were used as questionnaire items. The results show that the most frequent modalities of cooperation between ECEC teachers and families are parent meetings (N=72) and individual conversations (N=70), while webinars (N=1) and forums (N=2) are the least frequent. The presented results indicate that ECEC teacher rate their satisfaction with cooperation with families highly. Additionally, ECEC teachers rate the quality of the “Promoting Partnerships with Families” standard and the “Using Community Resources” standard as average, while they rate the quality of the “Communication and Information Exchange with Families” standard as high. The standards were examined concerning age, years of work experience, level of education of ECEC teachers, and structural variables at the institutional level (composition of the child group, institution founder, institutional support for parents in fulfilling their parental role). The obtained results show that with the increase in the quality of the “Promoting Partnerships with Families” standard and the “Communication and Information Exchange with Families” standard, ECEC teachers self-assessment of satisfaction with cooperation with families also increases, and that all three examined standards of the quality of cooperation with families are interrelated. Data analysis revealed that ECEC teachers most frequently cite elements of the “Communication and Information Exchange with Families” standard as strengths, weaknesses, and opportunities for improving cooperation with families, while they least frequently cite elements of the “Using Community Resources” standard.