Objectives:
Outdoor play is widely recognized as a fundamental component of children’s holistic development, positively influencing physical health, socio-emotional competence, and cognitive growth. However, in contemporary educational contexts, opportunities for outdoor play are often reduced due to increased curriculum pressures, safety concerns, and the prevalence of digital entertainment. The aim of this study was to explore the pedagogical dimensions of children’s outdoor play from the children’s own perspective, and to examine how their interests and observations can inform the understanding and planning of educational environments. Special emphasis was placed on actively involving children in the research process to gain authentic insights into their preferences and experiences.

Methodology:
A mixed-methods approach was adopted, combining the Mosaic approach with semi-structured interviews with educators. The study was conducted over a six-month period in four early childhood education settings located in Australia, the United States, Norway, and Croatia. Children were asked to photograph elements of the outdoor environment that interested them the most. The collected photographs were analysed according to four thematic categories: space, materials, people, and animals. In addition, eight educators from the participating groups were interviewed to gather their perspectives on the pedagogical function of these elements in supporting the quality of outdoor play. Qualitative data were analysed using thematic coding, while quantitative measures were examined through descriptive statistics.

Results:
Findings indicate that children’s interests, observed across different cultural contexts, provide valuable insights into both universal and culturally specific aspects of outdoor play. Educators emphasized the importance of a rich spatial and material context in fostering gross motor skills, social cooperation, and resilience. Free play was found to stimulate imaginative role-play and peer negotiation, while structured outdoor activities supported targeted skill development such as teamwork, problem-solving, and environmental awareness. Actively involving children in documenting their play proved to be an effective way to obtain authentic perspectives, although the limited availability of digital devices was reported as a practical constraint. The activity itself generated strong engagement among children and encouraged them to articulate their views on the space and materials used during outdoor play.

Conclusions:
Outdoor play holds significant pedagogical potential for fostering children’s holistic development. Actively involving children in shaping the spatial and material environment enables educators to better meet their needs and maximize the developmental benefits of play. By positioning outdoor play as an integral pedagogical tool rather than merely a recreational break, educators can enhance engagement, improve learning outcomes, and promote children’s overall well-being, thereby preparing them to become active, resilient, and cooperative members of society.

Keywords: Digital competencies, ICT, child participation, Mosaic approach.