Abstract:

In this paper we aim to emphasize that for the success of good collaboration between kindergarten and family, both institutions must be considered as partners in the process of children's education, and parents should be sensitized to participate with responsibility in the curriculums initiated for them in kindergartens.

The partnership implies the existence of a common goal. This is, in the case of kindergarten-family partnership, the full development of the child in relation to its individual peculiarities.

Kindergarten-family partnership is a necessary way in the development of the child, it positively imprints the formation of the individual as a human being and helps him to integrate into society and to cope with adult life much easier.

The more the management of such a partnership and its implementation in itself implies a greater degree of responsibility on the part of the agents involved.

Continuously, education must be represented as a coherent, complex and unitary action of the kindergarten in harmony with the family of the child. Obviously, at the entrance to the community, parents are the only ones who have absolutely all information about the child: family environment, health, possible allergies, eating habits, learning peculiarities, behaviors, development issues, etc. At the same time, the kindergarten, being the first institution with which the child has contact and which is based on a series of scientific principles and methods, has the specific means for valorising the physical and mental potential of each child. The climbing of the kindergarten - family can only be beneficial to the child by creating a common front for achieving common goals, all of which help the child's harmonious formation and development.

Keywords:

Partnership, full development, integration, responsibility.