There has been several research about the benefits of outdoor activities on preschool children’s development and learning. However, there is a lack of implementation regarding the results of the related research in early childhood settings. The purpose of this study is to investigate related literature considering what these shortcomings are, how they can be compensated and to analyze National Early Childhood Curriculum in Turkey in terms of outdoor play environments and outdoor activities. In order to reach these aims, this study indicates the types of outdoor play environments in terms of the opportunities that they offer for children’s playing, the effects of such different environments on children’s play preferences, and the barriers against children’s experiences outdoors. Moreover, it is clear that most of the studies investigating outdoor play environments in Turkey are conducted in in the field of landscape architecture rather than early childhood education field. The results showed that outdoor play environments are investigated regarding the physical characteristics of the environment and there is lack of emphasis on the impacts of outdoor play environments and activities on children’s development and learning. Therefore, this study also aims to give information about how outdoors can be used as learning settings and how outdoor activities can support children’s development and learning. Lastly, the results indicated that Turkish Ministry of National Education, Early Childhood Education Curriculum doesn’t emphasize the value of outdoor play environments and outdoor activities; therefore teachers have the responsibility on their shoulders to compensate this deficiency.