Introduction. Positive relations between a teacher and students require not only professional knowledge of the principles and rules of communication, but also the ability to use them in didactic practice. Parents’ reflection on the communication between the child and the teacher in educational situations can contribute to the exchange of information between subject entities of education conducive to optimizing the educational process. Aim. The aim of the research was to determine how parents perceive the communication relations between early school education teachers and children in the didactic process and to determine the factors that — in their opinion — facilitate building a relationship between the teacher and the child during the learning process. Methods and materials. The article presents the results of qualitative research, embedded in the interpretative paradigm, conducted using the method of an individual open interview. The research included parents of children at early-school age. Results. Based on the analysis of parents’ statements, response categories were distinguished. The categories reflect the ways in which the respondents perceive the teacherchild communication relations through the prism of their effectiveness for the learning process in the early grades of primary school. Conclusion. The surveyed parents prefer a model of teacher-child communication relations expressed in attentive listening to the child, interest, and openness to information shared by the child. However, in the opinion of a significant number of the respondents, teachers often pretend to have a dialogue with children. The voice of parents may be a contribution to teachers’ in-depth reflection on building communication relations with children in the educational process.