Parents' perceptions and values about quality environments for preschoolers and the relationship of these perceptions to modern standards of quality preschool education were investigated. Quality preschool education (Vygotsky, 1967; Hulpia et al., 2024) implies a developmental environment (supporting free play, creative abilities, emotional comfort, and child’s agency) (Cremin, 2019; Belolutskaya et al., 2021; Shiyan et al., 2025), instead of direct teaching. Analyses of these perceptions among parents allow us to identify existing challenges and opportunities to improve the interaction between parents and teachers (Babuc, 2015). Parental and participant consent was obtained after providing written information. Data were anonymized. Parents were asked to complete the questionnaire, based on photos and videos, representing different kinds of interaction between teachers and children. The questionnaire consists of three groups of questions: 1. “Child Development Values” (what is better for child development), 2. “Home Environment” (how the child’s home environment is organized), 3. “Desirable Kindergarten Environment” (what parents would like to see in the kindergarten). Quantitative and qualitative methods of analysis were used to process the data. The analysis of answers shows that parents rarely choose the pole ‘centered on learning’ and are often inclined to the middle of the scale or to the pole ‘centered on development’. This indicates a tendency to avoid an unambiguous orientation towards direct learning in favor of a more balanced approach. Parents more often support play, discussion, and children's independent ideas and consider it important that they are encouraged by adults. Most parents believe that dialogues with open-ended questions are better for children's development and should be used more often in kindergarten. This indicates an awareness of the importance of developmental thinking communication. Also, most parents support placing children's drawings regardless of their quality, which confirms the value of the child's self-expression. Parents generally recognize the benefits of free play, with 71% believing that it develops imagination rather than just serving as recreation. However, opinions are divided on a number of issues. For example, 55% believe that free play should predominate in kindergarten, while 44% prefer organized quasi-play. There is also a discrepancy between recognizing the value of unstructured play materials and the predominance of toys with fixed functionality at home. Disparities were also found in preferences between following a pattern and supporting children's design. The results help understand the reasons why parents make certain decisions regarding their child’s development and can be used in improving the ECEC quality.

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