European Commission underlines the import ance of early childhood education for education attainment, and to reduce socialinequalities. The Proposal on early childhood education has now been adopted (EC, 2018). But early childhood education also plays a rolein achieving Agenda 2030 sustainability goals and honouring European commitments for the environment. Research suggests that earlychildhood experiences of nature shape emotional relations to the natural environment, supporting agency and environmental awareness(Hammarsten et al, 2018). Outdoor education thus lays a foundation for future engagement and education for sustainability.The present study concerns an outdoor education project at a Swedish urban pre-school for 3-5 year olds that receives a large proportionof newly arrived children, with a focus on a section with about 20 children between three and five years who do not speak any or very littleSwedish. It is part of a larger study financed by the Swedish School Research Institute concerning the conditions for learning and teachingin a world characterised by diversity and migration. The researchers support and follow staff, management, parents and children in jointlydeveloping educational environments where different languages, identities, pedagogical relations and organisation work together tosupport children's learning and development.Outdoor education in this context involves three main dimensions: (1) Children's relation to place and their immediate environment. (2) Thecurriculum's goals for natural science in preschool. (3) Pedagogical didactic strategies.In Sweden, preschool is an integrated part of the education system, and the preschool curriculum currently stresses a mission of teaching.Policy ambitions in this respect are rising, and from July 2019, the preschool has the task of striving for every child ... "... to develop theirability to distinguish, explore, document, ask questions and discuss natural science ..." The Swedish preschool education curriculumthereby creates challenges for preschool teachers, especially in pre-schools that have not previously focused on nature or sciencephenomena. The increased demands entail a risk that sustainability will become something that is placed on top of existing activities, andwhich is difficult to integrate.There are not necessarily relevant given activities or traditional forms of teaching to fall back on, when preschool teachers are to interpretthe curriculum's intentions in their practice. Should the children develop a relationship with the place they live in, or should focus rather lieon learning limited abstract elements about different phenomena? Is the subject-specific language important, or the phenomenon itself? Isthe child assumed capable of thinking independently, and find his or her own explanations, or is it instead important to teach the differencebetween facts and imagination? In practice, there is not much room to go into depth about such issues in planning. There is therefore arisk of working with fragmented and decontexualised activities that are easy to implement in practice.The study consequently examines reflection-in-action processes of the preschool staff, in connection with the group of staff, managementand children in their collaborative work to improve the preschool playground. Focus lies on the one hand on the preschool teachers’thoughts on how different changes can offer opportunities for learning, and on the other, on the children’s participation and children's ownthoughts in these processes.Methodology, Methods, Research Instruments or Sources UsedThe research approach draws on Participatory Action Research ( PAR) focusing learning through action and with reflection in focus. Theapproach used in the study aims to change practitioners' understanding of their practice and under what conditions they practice. PAR isunderstood as a practice-changing practice with the aim of developing the practice by creating a critical approach to what one does, how tothink and how to relate to the contexts in which it operates (Kemmis 2009).The analysis tool consists of the concept of Practice Architecture (PA), which helps us explore and understand what enables and limitsteaching practices and learning opportunities.The starting point for the PA is that people meet in intersubjective spaces that are arranged inspecific ways. These spaces mediate the conditions for practitioners: Cultural-discursive arrangements (1); Material-economicarrangements (2); Social policy arrangements (3) (Kemmis 2009; Kemmis et al 2014; Rönnerman, 2017). Changing the PA involveschanging the overall framework for what is said, done and how to relate to each other and to what you do - thereby opening new spaces fortheir teaching, development and learning practice.In the period 2017-2018 the children have taken pictures of their environment and talked about it; conversations with children; a children’scouncil has been formed. The outdoor group meetings take place regularly, involving children and staff. Conversations took place in groupswith staff or with staff together with managers, as well as individual interviews with parents. Pre-school teachers (n = 5) were interviewed,examining their and the children's perspectives on what are important activities in science/environmental and sustainability education. Thestudy also involved informal participant observation and conversations with children.Cooperation between the three sections of the preschool has been initiated through a "child council" (n = 4 children) and teacher´s "outdoorgroup" (n= 6: staff + researcher), focusing ways to change the preschool’s playground, and create an outdoor environment offering richopportunities for play and learning.Conclusions, Expected Outcomes o r FindingsInitial findings involve spatial perspectives of ch ildren's places: (1) Adults organise spaces for children at preschool.The physical space anddesign, including vegetation, water and surfaces affect how the space creates - or does not create - opportunities for action andinteractions for the children. (2) The children take their place in these spaces, create their own places and invest them their own meanings.Children attribute meaning and emotions in ways that may differ from adult practices and intentions for the same places.Material-economic arrangements: Physical time-space enables and sets limits to how we can do things in the (outdoor) c lassroom, shapesand gives content to the "doing" of practice: (1). Educational Development Limitations: (1.1) fragmentation of the educational content; (1.2)family's living conditions; (1.3) the way activities are organised in time and space; (1.4) the allocation of human resources and staffschedule. (2). Opening up the physical space (changing the action): (2.1) Create spaces for shared reflection between and within thedifferent organisational levels, and between children, educators and researchers. (2.2) The researchers actively participate in thedevelopment of the learning space.The role of the preschool teachers and educators is multifaceted and complex: to provide care, security, learning, entry into society, andentail transparency in difficult living conditions. What the staff express is in line with findings from the report by Zetterqvist, Nelson andHagström (2017) on newly arrived children in Sweden.It appeared that administrative and other factors placed considerable constraints on the staff’s and children’s agency in creating a greener outdoor environment, which would greater opportunities for activities and experience. Nevertheless, the processes encouraged action,reflection and collaboration. Engagement in the process of changing their immediate environment appeared particularly important for thenewly arrived children, as a way of making their own place in Sweden.