Children’s playful experiences are considered a fundamental right and are justifiably receiving attention in global policy and practice. Although pedagogy in the outdoors in ECEC remains on the periphery of Irish policy, there is a growing recognition of children’s agentic affordances in the outdoors. In terms of quality provision, government focus on regulation, inspections and investment coincides with the attention paid to educator professional qualifications as a conduit to enhance relationships and well-being, and afford children’s learning and development. There is a dearth of research on outdoor pedagogy in ECEC in Ireland that brings together the perspectives and experiences of educators, children and parents.1 This study addresses this gap by exploring their perspectives and experiences of where, why, how and with what they engage while in an ECEC outdoor environment. The following three questions aim to address this gap: 1. To what extent does the outdoor environment(s) inform and shape educators’ pedagogical approaches in preschool? 2. How does the outdoor environment(s) shape children’s experiences and pedagogical encounters in preschool? 3. What is the parents’ view of outdoor environments in preschool as an educational space? Shaped by relational and affordance theories, a case study ethnographic approach was used to gather data from educators, children and parents over a nine-month period in a rural preschool. Data were gathered, drawing on the Mosaic approach, through art, child conferencing, conversations, walking tours, photography, photo elicitation, interview and focus groups, along with researcher photographs, observations, reflective diary and field notes. Underpinned by a reflexive thematic analysis (RTA), I developed a framework of relational affordance pedagogy in the outdoors (RAPO) to guide the analysis. A space was created within which the interplay of educators’, children’s and parents’ definitions, narratives, beliefs, experiences, constraints and tensions of the outdoors was explored. Findings indicate that relationships hold a central place in the pedagogical approach. For educators, affording possibilities in the outdoors emanates from relationship-based pedagogy, whereby children’s interests inform their engagement in outdoor environments. For children, their agentic possibilities are shaped by their opportunities to explore and co-construct their experiences with educators. Parents value their children’s independence, freedom and choice afforded by the outdoors, shaped by their relationships with educators and their trust in educators’ knowledge. Children’s holistic learning and development in outdoor environments are influenced by dynamic and complex encounters at macro- (regulatory and policy) meso- and micro- (ECEC practice, outdoor environments, educators and parents) levels. Despite a consensus as to the value and importance of outdoor environments, this study identifies continuing tensions between policy and practice contexts. This study argues that affordances in the outdoors positively impact on children’s agency and relational encounters. Once the pedagogical value of the outdoors is established, the affordances of the environment foster a reciprocity of well-being that extends to child-child, child-educator, child-parent and educator-parent relationships. The RAPO framework offers a new lens to discuss outdoor environments in ECEC as affording agentic relational pedagogical spaces. By placing the perspectives and experiences of educators, children and parents on relational outdoor pedagogy in ECEC in the public domain, my study makes an important contribution to empirical practice, knowledge, policy and regulatory development.