Children's experiences with nature may develop ecological literacy and enhance their psychological well-being. However, a limited understanding of how the village landscape has functional impacts on the children's play behaviour and perceptual performances can influence ecological literacy. This study investigated children's preferences in the village landscape stimulated by their play behaviour and knowledge, which becomes a basis for ecological literacy. Seventy-one responses from middle-aged children were elicited using drawings and go-along methods. Data were analysed using NVivo 12 Plus for content analysis. The results revealed that children who preferred being outdoors were associated with play activities, which directly influenced ecological literacy. The findings showed that the children were related to the wilderness, interspecific relations with animals and plants, physical work, recreation and socialising, rurality and natural beauty. The children expressed a strong affiliation to their everyday environment in which the village landscape became a milieu for ecological literacy.