The purpose of this study was to investigate preschool student teachers’, teachers’ and parents’ opinions on pre-school education of values. In the study, it was used survey method. The sample was determined by availability-based sampling method and consisted of 160 teachers working in the pre-school institutions, 276 parents with at least one child attending pre-school education and 304 preschool teacher candidates. Three written opinion forms including open-ended questions developed by the researchers were used. The data was analyzed by using descriptive analysis approach. Results showed that while parents regarded main purpose of values education as helping children to get good morals, affection towards other individuals, raising awareness of responsibility, teachers viewed main purpose of values education as raising individuals useful to society, gaining respect for others, raising individuals compatible with their environment. Teacher candidates thought the values should be taught to ensure individuals’ accordance with social morals, acquire the importance of respect and affection and teach the customary traditions. Besides, teachers preferred drama, story- tales and games methods for this aim. Teacher candidates thought since preschool children were in a critical period most open to stimuli, values education should be given in this period. They identified respect, affection, welfare-sharing as first three values which should be taught to children. Majority of them did not consider themselves enough to teach values and believed mass communication tools affected negatively values of children. Teachers considered inadequate family support, abstractness of the values and gaining sharing-welfare values as main problems they faced in teaching values.
Preschool education, preschool values, value education