The purpose of the article is to present the methodological aspect of the problem of professional training of preschool stuff in the context of domination of axiological approach to education work with future teachers, substantiation the role of environmental and aesthetic values in the educational system of priorities that pedagogues are to realize during their work with preschool children, formulation the ways of correcting the future kindergarten teachers value treatment to nature during professional training. Theoretical methods related to the study of the philosophical and conceptual research methodology in the field of educational paradigms, causal analysis of educational phenomena, comparative juxtaposition of foreign and native scientific approaches to value education priorities are used. The author singled out the ways of correction of value attitude to nature of future kindergarten teachers in the studying the obligatory and optional courses and during teaching practice and extracurricular activities: rejecting of unilateral utilitarian focus on learning the basics of science and commissioning axiological potential of students a wide range of moral and aesthetic evaluative criteria relationship to reality; transforming the ways of students perceiving and evaluating nature into the motivation mechanisms of attitude towards it; raising the status of artistic and aesthetic activity of students to accumulate valuable experience through artistic and creative experiences; forming of individually-shaped attitudes of future kindergarten teachers to the nature with the transformation of them into educational activities settings based on the highest educational priorities. The practical significance of the research results is determined with the possibility of implementing them into the process of training future preschool education professionals to enrich their educational activity axiological potential. During the process of professional training a teacher’s value consciousness becomes at the thoughtful correction facility, since the teacher is a potential carrier and conductor of environmentally justifiable attitude towards nature. As the prospects for further research studies suppose the adequate methods and educational technologies search for in the domestic and foreign experience of educational innovation.