This paper draws on four case studies of different aspects of cooperation between preschool educators, parents and the community, to assert that families, schools and the community should work together in the interests of their children's education. Ways in which discontinuities between home, school and the community can be overcome are suggested. The first section presents a theoretical rationale for cooperation between parents, preschool and the community, and specifies educational principles based on this rationale. Later sections examine in detail the implications of this cooperative perspective for preschool organization, curriculum planning, and the role of parents and teachers in the education of young children. In conclusion, facets of successful cooperation at the preschool level and the long term benefits of such cooperation are briefly discussed. (Author/CM)