The aim of this study is to determine the school-ground characteristics of eco-school preschools and not eco-school preschools, to examine teachers views about these characteristics and usage of the school-ground. Mixed methods research design of intertwined history was simultaneously used in this study. Eighteen formal preschools (nine eco-schools, nine not-eco-schools) in Denizli were included in the study. Data was obtained through Teacher Questionnaire, School Observation Form, Semi-Structured Interview Form, photographs and video recordings of the school-grounds, and The School-Ground Exploration Form. Totally 66 teachers in eco-schools and 70 teachers in non-eco-schools answered the teacher questionnaires. As a result of the research, it was found that the ground conditions of eco schools had more varieties; playground equipment varied as wall bars, playhouse, camellia, and they had more natural elements. On the other hand, it was observed that both school types had similar characteristics such as the amount of the time spent and the activity types in the playground, whilst the participation rate of the teachers into free plays of children was higher in the eco-schools. Results were discussed in the light of the literature, and suggestions were made for researchers and practitioners.
Key words: Eco-Schools, School-Ground, Outdoor Education, Environmental Education
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