The thesis addresses the topic of cooperation between early childhood and preschool education institutions and the local community. It is well-known that children develop within the family environment, institutional settings, and the social community to which they belong. The cooperation with families is crucial for creating a stimulating environment in which children can develop their full potential. The curriculum for early childhood and preschool education is based on values such as knowledge, identity, humanism, tolerance, responsibility, autonomy, and creativity. Therefore, the inclusion of family and the community in the work of the institution significantly strengthens these values, enhancing the quality of work and the kindergarten curriculum. Only a kindergarten oriented towards the community, which strengthens interactions and uses community resources, enables children to have a quality and meaningful space for learning and holistic growth. In this, the educator's competencies and sensitivity for active participation in the community are of crucial importance, as only an educator who actively participates in the community and uses the resources it provides develops readiness for partnership relations with parents and the community. Cooperation with the local community is essential as it contributes to various aspects of the institution's quality, including educational programs, professional development of educators, active involvement of parents, as well as cultural and social activities. All these components together make the institution recognizable in the community. Cooperation that involves families and utilizes local resources not only enriches the curriculum and pedagogical approach but also promotes the development of children as active and responsible members of the community. Therefore, preschools that actively cooperate with the local community become centers of learning and growth, providing children with the foundations for lifelong learning and personal development.