The mosaic approach is developed as part of a larger study by Clark and Moss (2001) looking for an answer to the question of how to listen to children. The approach has two phases, of which the first phase is focused on collecting and documenting the children's experiences, while the second phase is interpreting and collecting data that serves for thinking, discussion and action. Listening is defined as an active process of communication, the components of which are active listening, interpretation and construction of shared meaning. According to the Reggio approach, the outdoor and indoor environment of the institution for preschool education actively participates in the learning process, and is described as the third teacher. In order to shape the outdoor and indoor space, documentation is used to support the learning process with the help of observation, understanding and listening. Researchers involve children in making decisions that concern them, considering them competent participants in the discussion for the purpose of a better learning process. During the research conducted by Clark and Moss (2001), open questions were used to find out from the children why they come to kindergarten, what they like or don't like to do, and what they find difficult in kindergarten. Rouvali and Riga (2018) sought answers to similar questions in a study conducted in a Greek institution for preschool education. In both studies, the results showed a great interest of children in the outdoor space and the playground on it. The conclusions obtained from these studies were the driving force behind this work. The research carried out for the preparation of this master's thesis also used the Mosaic approach to investigate whether the environment of outdoor spaces can be shaped with the participation of children. 18 children and two preschool teachers participated in the research. In individual interviews, the children expressed their satisfaction with participating in the research. The obtained results open up the possibility of discussing how to include children's extended stay in the outdoors in the daily work of preschool teachers.