The article presents the research on the cooperation of kindergarten teachers with institutions / organizations. The creation of the vision of a new model of this cooperation required examining the prevailing relations at this level and learning the determinants influencing the activities undertaken by the partners. For this purpose, a research was conducted in Poland in 2016–2017. It was preceded by the pilot study carried out in 2015. The participants of the research in the pilot study were parents of preschool children and kindergarten teachers from villages and towns in the Mazowieckie Voivodeship, and representatives of institutions / organizations cooperating with the kindergartens in the Mazowieckie Voivodeship. In the relevant research, three microsystems were taken into account: parents; teachers working in kindergartens in rural areas, cities and all over Poland; and representatives of institutions / organizations cooperating with kindergarten teachers globally. The data analysis made it possible to select the strengths and weaknesses of cooperation between Polish kindergarten teachers and institutions / organizations. As a result, a based on 9 theses model of cooperation between kindergarten teachers and institutions was created, and the following paradigms were identified: cooperation requires partners' self-reflection, cooperation is based on working at oneself, cooperation creates empathy and trust, cooperation expands linguistic and cultural capital, cooperation that offers a new quality of life in partnership relations is a product of transformations taking place over time.