This study focuses on the importance of outdoor spaces as educational environments in preschool education, exploring their potential to promote meaningful, integrated learning and contribute to children's overall development. Recognising the importance of direct contact with nature, the research aimed to understand children's perceptions of outer space and develop strategies and interventions to optimise this environment, enabling it to serve as an extension of the indoor space and the pedagogical context.

The main objectives were to improve the quality of outdoor spaces in pre-school institutions by promoting the diversification of materials and resources according to the children's interests and needs; to create an outdoor educational space that favours exploration, play, creativity, and the development of socio-emotional skills; and to understand children's perceptions of this space by valuing their voices and experiences in the educational process.

A qualitative methodology was adopted, and several data collection instruments were used, including participant observation, photographic records, children's work and structured questionnaires. The practical intervention focused mainly on the kindergarten, where activities related to nature were promoted, such as constructing herbariums, producing vegetable paint, stamping with natural elements, and creating and maintaining a pedagogical garden. At the same time, the institution's exterior was renovated with new materials and unconventional equipment to encourage risky play, curiosity, autonomy, and direct interaction with the natural environment.

The data collected showed that children strongly value contact with the outdoors and associate it with the pleasure of playing and learning outside. Activities involving natural elements were identified as favourites, revealing high levels of enthusiasm and interest in the diversity of natural resources and the potential for their free and directed exploitation. Additionally, the importance of outdoor spaces within a family context was recognised, emphasising the need for greater appreciation and utilisation of these spaces within institutional educational practices to promote a continuous connection between family and school environments.

The results confirm that outdoor spaces should be considered true educational environments capable of providing challenging, integrated learning contexts sensitive to the needs, interests, and rhythms of children. Educational continuity between indoor and outdoor environments is a key factor in enhancing children's cognitive, social, and emotional development, and reinforces their active, conscious, and respectful connection with the natural world. Thus, this study contributes to reflection on and appreciation of outdoor spaces in pre-school education, advocating for their integration as a fundamental component of the educational process that fosters exploration, creativity, autonomy, and the holistic development of children.

Keywords: Outdoor education, preschool, nature-based learning, children's voices, holistic development.