During this period; healthy, social, physical and mental development of the child as the main component and the child learns while doing, is a process of reconciliation with the social and physical environment. It is an important tool for the child to adapt to the world (Yörükoğlu, 2010). Studies have shown that the impact of the external learning environment on children's development is gaining increasing importance (Barbour, 1999), and concludes that play is one of the most important elements in the child's development process in international organizations. This was decided and approved by the United Nations General Assembly on 20 November 1989 as the Declaration of the Rights of the Child. This agreement obliges governments to make playgrounds for children (Valentine and McKendrick, 1997).
Playing games is the best educational program for children on social, physical and conceptual development. By using materials, they learn to control their environment by communicating with other children and feeling a sense of competition and fun. Playing games is also a way for children to gain basic knowledge of the world. This information paves the way for all sciences related to the language, art, social sciences, mathematics and science that they will learn later (Korkmaz, 2009). Game parts should be designed and supported with appropriate play elements that will allow different games in playgrounds and enable children to develop their mental and physical activities.
Different educational models that adopt the environment and environmental activities within the educational environments are made in the models such as Montessori, Waldolf and High Scope.
Montessori is an educational approach that focuses on self-confidence, initiative, knowing and practicing what it wants, independence, concentration, regularity, solidarity and respect for others, involving children of two and a half years.
According to Montessori, children should understand and be happy with the order, harmony and beauty of nature (Montessori, 1975). The Montessori program includes the use of natural materials as well as the upbringing of real plants and animals and their daily maintenance. Therefore, an empty space can be used in the aquarium, park or garden where animals or plants can be grown. According to Montessori, keeping children engaged with nature supports their spiritual development. (Poyraz and Dere, 2003). With the studies carried out, the child's sense of curiosity and discovery coming from creation are supported and developed through projects and experiments. Plant and animal groups are created regularly to create a sense of love and appreciation for children (Köksal Akyol and Oğuz, 2006).
In the center of the High Scope education model, there are students who take lessons from the activities they plan and carry out by themselves (Koçak, 1998). The physical environment has a strong influence on children's behavior. As children continue their choices and plans, they investigate, ask questions and find answers, solve problems, and interact with classmates and adults. In such an environment, children naturally gain basic experience by engaging in activities that develop developmental skills and abilities (Ezmeci and Akman 2016). In order to support children's interests, playgrounds are set up in areas of special interest. These include water and sand games, building, imaginary games, role-playing, classifying, climbing, rocking and dancing. These areas have plenty of materials that children can choose and use to achieve their goals and ideas for play. These materials provide many opportunities for children to engage with basic experiences in a creative and purposeful way every day (Congregation Ner Tamid of South Bay, 1999-2001; High / Scope Educational Research Foundation, 2003).
In the Waldorf Approach, the educational environment is regulated within the framework of the theory developed by Steiner. Waldorf Programs begin to be implemented when the child is three years old (Çelik, 2013). Curtains should be made of natural fiber and furniture should be made of wood (Kurtulmuş, 2013). In Woldorf Approach, it is important that educational materials are natural. There are materials such as pine, oak, tree cones, sea shells, pebbles and mud. The Waldorf Approach offers activities such as gardening, vegetable and fruit cultivation, which allow children to discover themselves in nature (Toran, 2015). In Waldorf Approach, it is important to be intertwined with nature. Therefore, they have large grounds and school gardens. In these lands, environments and programs are prepared in order for the students to be intertwined with nature, to know the nature and to become familiar with agriculture, soil and tree works (Kaya and Gündüz, 2015). Since Waldorf Approach is seen as a being of nature, it is thought that it is possible to ensure the integrity of the person but only through integration with nature (Kotaman, 2009).
