Children’s development does not only take place in family surroundings, but also within the community, which encompasses different family structures, cultures, nationalities, values and attitudes, traditions, languages, religions and customs. Developing a partnership with families plays a key role in establishing a stimulating environment where a child can fully realize his or her potential. Communities which provide support for parenthood, and actively involve parents in activities of pre-school and school organizations have been making significant progress in both economic and social terms, which in turn enables them to contribute to better quality of life of all its members. Including parents and the community in the work of early education organizations brings forth a sense of equality, in addition to improvements to overall work performance as well as the curriculum. A pre-school organization which is community-driven and invested in strengthening interactions becomes an early education institution whose work is not marginalized. By taking advantage of the services offered by the community, and by directly involving families in the pre-school activities programme, children are given an opportunity to learning which is purpose-driven and meaningful. The specific area of cooperation is dependent upon the quality of communication, existing practices, and a teacher ready to change them. When a pre-school educator is fully immersed in the activities and daily life that take place within a community, and takes advantages of all the opportunities it has to offer, his or her motivation to act in partnership with parents and other community members can only grow stronger. The area of cooperation with broader local community, as well as its inner circle, is closely connected to other areas that contribute to the quality of work of the institution, and are essential for its work in general. All the components add to the institution’s specific identity, making it recognizable and ready to be of service to its own community, as well as to the rest of the society. The primary outcome of implementing positive pedagogy, and actively engaging in partnerships is wellbeing, overall satisfaction and democratic atmosphere in the society.