Childhood is a period of intense growth and development in every child's life, and one of the main factors that influence that period is play. Symbolic play is affected by their childhood surroundings, in which the children develop internal motivation, flexibility and focus towards the process of play. This thesis emphasizes the importance of outdoor space in children's symbolic play and its effect on the process of a child's development and learning. The characteristics and classifications of children's play are described in theoretical framework, as well as symbolic play and its effect on cognitive, emocional, physical and social development of a child. Considering that symbolic play in outdoor space is the object of this research, the importance of spatial and material context in which it takes place is emphasized. Preschool teachers significantly influence the development of symbolic play in outdoor environment among preschool children, so in this thesis their role is furthermore elaborated. In empirical framework of the thesis the action research is conducted in two intervals through which the symbolic play in outdoor environment is observed. First interval includes the observation of the play without the intervention of preschool teacher. The second interval involves the intervention of preschool teacher aimed at enrichment of the material enviroment through adding new incentives. Apart from observing the changes in material context, the research encompasses social context, the significance of outdoor environment as well as the elements of weather, all of which affect the quality of symbolic play in outdoor space. The research results have shown that the first and the second phase of action are complemented because children equally utilize natural materials acessible in outdoor environment, as well as the incentives offered to them. The conclusion is that symbolic play in outdoor environment can diverge itself from stereotypical games affected by the weather through finer and abundant surrounding.