The purpose of this practice-based thesis was to explore what kind of guided plays supporting the linguistic development are planned for outdoor activities by early childhood education teachers. The early childhood education teachers of an early childhood education unit in southern Finland were chosen as the respondents because they have the responsibility of implementing the pedagogical activities. Based on the responses, the I-han pi-hal-la guide with play ideas was created. The knowledge base of the thesis comprises six key concepts, which are early childhood education, pedagogy, outdoor pedagogy, learning environment, areas of learning, the rich world of languages. An online Webropol survey containing half-structured questions was used as the data gathering method. The gathered material was classified by the different areas of the rich world of languages, which in turn is one of the learning areas in the national core curriculum for ECEC. Then, a table grouping similar plays into categories was constructed. Based on the responses, the areas that were implemented the least could be focused on. The results reveal that the early childhood education teachers use different kinds of plays diversely in outdoor activities, simultaneously highlighting the significance of free play, naming and verbalizing. It is also considered important that the planned activity can be targeted to a specific age group.