The purpose of this paper is to theoretically present the relevant findings of the outdoor play in ECE and preschool education. A child is at the center of their own upbringing and education, actively participating in the creation of their self-awareness and knowledge, and the environment that they reside in. Play is the foundation of children’s learning. With a properly designed environment, children become more motivated to play and learn, as well as achieve more social interactions. When children go outdoors, they discover a new world. Nature offers what no enclosed space can: chaos, diversity, changeability, openness. During outdoor play, children are often freer, more relaxed, and can more easily interact with other children. Not everything that nature and the world offer can be described and explained, but children ought to experience and feel it. If the weather outside is bad, children should not be limited to an indoor space, but the situation can serve as a different experience that brings new challenges, situations, and opportunities. Therefore, an educator plays an important role; he/she is someone who needs to possess basic and professional competences in order to be able to adapt the activities to new situations. The unpredictability and variability of the outdoors allow children to actively learn through participation. There are different risks in everyday life. They help to overcome or avoid danger. Through their actions, children experiment and learn to make decisions independently. The educator should not do the work for the children, but support them in the process. If each individual is aware of their role and responsibility in the process, only then can upbringing and education be conducted in a wholesome and healthy manner.