Communication with parents is an important segment of a kindergarten teacher’s job. It is necessary for kindergarten teachers to achieve good communication with parents because it allows them to achieve better cooperation with them. Therefore, kindergarten teachers should initiate truthful, considerate and responsible interaction with children’s parents at the very beginning of their institutional education. By establishing positive and reciprocal communication, kindergarten teachers prepare the setting for counseling parents of children in their kindergarten. The aim of this paper was to determine the connection between active listening and pedagogical counseling of parents. With the skills of active listening (reflecting, paraphrasing, not judging, paying attention, seeking clarification and contributing to a solution), kindergarten teachers better understand and get to know first-hand the life circumstances of the parents. The developed skill of active listening in kindergarten teachers allows the parent to feel comfortable, to have confidence in the listener and to more easily express what they really want to say. By listening actively, we increase the likelihood of a correct understanding of the speaker, avoid obstacles in communication and respect other people's opinions, attitudes and feelings. Therefore, active listening can be observe as the initial part of pedagogical counseling. When a parent talks to the kindergarten teacher about his or her problem, the teacher uses active listening skills to fully understand parental situation and the core of the problem. In the further steps of counseling the teacher can offer the parent certain advice and ways in which he could reduce or solve a problem. In doing so, the kindergarten teacher does not impose his choice but helps the parent to think and choose the most suitable alternatives.