Early childhood education plays a pivotal role in shaping a child's development, particularly between the ages of 3 to 6. This research investigated preschool teachers' perceptions of the outcomes of various preschool activities aligned with the National Education Policy (NEP) 2020. A purposive random sample of 20 preschool teachers from Parbhani city participated in the study. Data were collected through structured and open-ended interviews. According to preschool teachers, activities conducted contribute development of various domains differently. Physical-motor, intellectual, and socio-emotional development are the most prominently supported areas, particularly through activities such as outdoor play, story narration, science experiences, and music and dance. Outdoor activities are associated with physical and motor development and also ensure happiness in children. The use of story narration and dramatization activities is extremely important for socio-emotional, language development. These activities also develop children’s insight into different cultures and a sense of the common good.  It is seen that moral and value orientation is possible through story narration, field trips. It is also analyzed that there should be a change introduced to traditional activities to focus on moral development, values, and cultural fitness. It is necessary to orient teachers about the various outcomes that can be attained with the help of activities conducted by them and different ways for conducting those activities to reach maximum benefits for children. The study recommends further orientation for teachers to enhance their understanding of holistic child development, aligned with NEP 2020.