In the present article we present the views of teachers and parents on the task of environmental education in preschool in socio-emotional area. We have found that both with teachers and with parents of children included in preschool it is for the most part possible to empirically identify the theoretical structure of the tasks of environmental education in preschool in socio-emotional area (cooperation, conflict resolution, self-determination, independence, and positive self-image).

On the sample of 164 teachers and 245 parents we applied the procedure of factor analysis to examine the dimensions of socio-emotional area of environmental education. We found parents prefer the following tasks: cooperation, positive self-image, subordination to adults, and orientation to success. In teachers’ opinion in this area the following tasks are important: cooperation, positive self-image, encouraging independence, and self-determination.