The main objective of this article is to present a review of writings about collaboration and communication between day-care educators and parents. The first part of the article deals with theoretical and historical aspects of the collaboration between adults involved in the education of young children. The effects of parents’ involvement in pre-school educational settings as demonstrated by scientific research, are then examined (especially the effects of this involvement on the development and well-being of infants). The next point defines and illustrates the different forms this collaboration between parents and educators can take, and identifies the conditions required for a successful collaboration. The review ends with a look at three themes that have particularly captured the attention of researchers: parents’ satisfaction with educational services, parent-educator communication strategies and the question of the educational concordance among the adults who take care of the young children on a daily basis. The conclusion summarizes the main points that emerge from the documents consulted, and presents a few promising avenues for future research.