To educators establish and maintain satisfactory relationships with parents, it is important to have well-developed professional competencies that are largely the result of successful lifelong learning. The aim of this research is focused on testing for their upbringing selfcompetence in the field of knowledge, skills and attitudes for cooperation with parents and its correlation with the level of formal education, age and work experience of educators. The study was conducted on a sample of 86 educators of children of early and preschool age in Zadar. Hypothesis Educators feel competent in partnership with parents to confirm because it turned out to be the largest number of respondents feel competent in the field of knowledge, skills and attitudes they need to collaborate with parents. Hypothesis There are no differences in odgojiteljskoj self-assessment of competence in working with parents with regard to the age of educators did not confirm. Also, did not confirm the hypothesis There are no differences in odgojiteljskoj self-assessment of competence in working with parents with regard to the experience of educators and hypothesis There are no differences in odgojiteljskoj selfassessment of competence in working with parents with regard to the age of educators. It turned out that in some areas, possession of knowledge, skills and attitudes more competent respondents who have completed a two-year professional studies in relation to the five-year university study. Also, results showed that more respondents have knowledge that have up to 5 years of work experience, than those who have more years of experience. It turned out that better communication skills in subjects who are younger, with less work experience and have completed five years of university study. This is evident in the area where attitudes have obtained similar results. This can be explained by the fact that perhaps educators with time less perfected, willingness to work with the children slowly goes out and does not try to establish a good relationship with their parents. It turned out that parents are still not showing interest in cooperation with educators, which means that they should be more involved in the program to strengthen competencies. Parents must realize that the institutions for early and pre-school education their first meeting of experts in charge of the education of their children and to prepare the nursery for future children and them.