Forest kindergarten is a concept of early and preschool education that takes place in forests or forest areas. The curriculum is fluid, focused on student-led outdoor play that encourages curiosity and exploration. Instead of asking research questions, teachers observe and support children in their chosen activities and forms of play. This enables children to develop self-confidence and independence, as well as internal motivation for learning. In the first part of this thesis, the concept of forest kindergarten is presented, with special emphasis to the presence of forest kindergartens in some European countries, such as Denmark, Sweden and Germany, where they are particularly well developed. The research activities included: i) examination of parents' and educators' views on the concept and pedagogy of forest kindergarten through survey questionnaires, and ii) an example of good practice conducted with a group of children in a forest environment. The goal of the survey questionnaires was to gain insight into how parents and the profession are informed about the benefits of forest kindergarten for child’s development. Parents consider the forest a safe environment for their child. Most of the surveyed parents believe that children should spend as much time in nature as possible, regardless of the weather. They are unanimous about the views that orientation in space and the development of independence, which are encouraged in the forest environment, are important for the cognitive and physical development of the child. However, the research also showed that most of the surveyed parents are not familiar with the existence of forest kindergartens, probably due to their rare occurrence in Croatia. The results of a survey conducted with educators and parents showed a unanimous opinion that staying in a forest environment improves children's motor skills, socio-emotional, language-speech and cognitive abilities and that there are more advantages than disadvantages in the forest concept of education. However, there is disagreement about the risks in the forest between the educational profession and parents. Namely, parents are less willing to expose their child to the potential dangers of an open outdoor playground, and they consider teachers insufficiently educated and competent to work in a forest kindergarten. An example of good practice of the forest society "BuDo" showed that with the implementation of a quality program of being in nature, children can be offered an unforgettable experience of research and discovery of new knowledge in nature. Although traditional kindergartens are still dominant in our country, the time of change is at the threshold for new pedagogies, education and educational processes that include symbiosis with nature.