Abstract
The purpose of this study is to clarify the differences found in relationships with parents between experienced teachers and novice teachers. This is achieved by analyzing how teachers talk about parents. Fourteen teachers from private kindergarten were divided into two groups: those with more than eight years and those with less than eight years of teaching experience. Their perceptions of parents' concerns were compared. A data analysis was performed using M-GTA (Kinoshita, 2007). It showed that preschool teachers' years of experience affect how they talk about parents, and it was also clear that their understanding of parents changed. However, this analysis also includes the experiences of preschool teachers themselves as parents, so the approach from the parents' side needs greater future examination in terms of relationship building.
