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This paper considers the issue of cooperation between the family and pre-school teachers during a child’s transition from kindergarten to primary school as a factor contributing to the child’s greater psychological readiness for school. For this purpose, the materials of a nationwide survey called Monitoring the Economics of Education: Early Childhood Education were used to analyze the degree of harmonization of parents’ and preschool teachers’ ideas of kindergarten and issues related to preparations for the transition to school. It is showed that teachers and parents, as well as parents themselves have different perceptions of a good kindergarten, the objectives of education and ways of preparing their child for school, many of the differences stemming from their level of education among other things.