Land art, also known as earth art or landscape art, emerged as an artistic movement in the 1970s. Departing from traditional gallery spaces, land art aimed to create monumental projects in landscapes and open spaces, transforming them in an artistic manner without negatively impacting nature and the environment. One of its significant features is its focus on process and time, and it often cannot be fully grasped in a single moment. Land art may involve collaboration with natural processes or even challenge the natural order, reflecting modernist desire to assert control over nature. In a preschool setting, land art becomes a unique form of artistic expression that merges the child with nature in a special way. Children engage in imaginative exploration, using materials found in nature to create unique compositions akin to true artists. This thesis explores the integration of land art into preschool education as a means to foster creativity, explore nature, and develop aesthetic sensibilities in children. Through a review of relevant literature, practical examples, and successful implementations of land art in preschool environments, the aim is to underscore the importance of this artistic practice in early childhood education. Additionally, the thesis provides guidelines and concrete examples of activities that can be implemented in preschools to successfully integrate land art into the pedagogical process. By gaining a deeper understanding of the potential of land art in preschools, it is hoped that this thesis will contribute to wider acceptance and implementation of this creative practice in educational programs for the youngest learners.