Abstract
The need to design and implement educational partnerships in pre-primary education is increasing, in the context of the growing tasks and exigencies related to the institution of the kindergarden, with a view to ensuring successful training for integrating preschoolers in the preparatory grade. Besides its obvious generally formative value, the educational partnership may be achieved so that it enables, in a non-formal way, a higher contribution to reaching the finalities characteristic of pre-primary education. Building efficient communication skills represents such a finality essential for the integration of preschoolers into primary education. This study aims at identifying the extent to which a systematic programme of educational partnerships conducted throughout an entire school year may contribute significantly, while completing the formal educational process, to building efficient communication skills at middle group preschoolers. Describing the categories of partnerships conducted is followed by the comparative analysis of the results obtained in the pre- and post-test stage of the research, with a view to drawing some conclusions for improving the formative kindergarten process.
Key words: educational partnership, types of educational partnership, efficient communication, efficient communication skills