This paper explores the educational role of outdoor space in promoting affordances within the context of preschool education. Drawing on empirical work developed in a private institution that includes nursery and preschool, the study focuses on a group of three-year-old children attending a preschool class that follows the High-Scope model. Emphasis is placed on the potential of the outdoor environment to support diverse learning experiences through children's spontaneous and intentional interactions.

Outdoor spaces were valued as open, dynamic environments that promoted free and autonomous play. The natural and built elements within these spaces offered varied opportunities for action, discovery, and social interaction. The research adopted a qualitative methodology, combining participant observation, field notes, photographic records, and structured observation grids to document children's behaviours during moments of free play. The findings reveal that the outdoor environment enabled the emergence of multiple types of affordances, particularly physical, sensory, and social, which were categorised and analysed across two different observation periods.

Results showed that actions such as sliding, climbing, hiding, and running were among the most frequently observed, highlighting the presence of strong motor affordances. Over time, an increase in actions like swinging, hanging, and lying down suggested growing familiarity and confidence in using the available structures. Simultaneously, a shift from predominantly sensory interactions to more imaginative and symbolic play was observed, indicating a developmental evolution in how children engaged with the environment. These findings underscore the dynamic nature of outdoor affordances and the need for sustained quality engagement with exterior environments to support holistic development.

The educator’s role emerged as essential, both in terms of careful planning of the physical space and in adopting a reflective, responsive posture during interactions. Observing, listening, and respecting children’s rhythms and interests were key to enabling rich, meaningful learning experiences outdoors. The study reinforces the idea that outdoor environments should not be seen merely as recreational spaces, but as integral components of the educational setting. When thoughtfully designed and supported by intentional pedagogical practices, they offer powerful opportunities for promoting autonomy, creativity, movement, socialisation, and emotional expression.

Keywords: Outdoor space, preschool education, affordances, free play, holistic development.