We want to find out if there are differences in the way pedagogical workers perceive forest between those that are part of The Slovenian Network of Forest Kindergartens and Schools ("forest kindergartens" – F), and those that are not part of The Network ("general kindergartens" – G). The thesis focuses on three areas: visiting forest, forest as educational environment and limitations when visiting forest. Data was collected with web survey, on sample of 133 educators from kindergartens (30 F). Results show, that F visit forest more frequently, more evenly through the year, spend there more time, and are more likely to visit it in less favourable weather conditions. G point out that they visit forest mostly to learn about the nature, while F emphasize the importance of children's healthy and all-around development. Three quarters of F are in areas with 20–39 % and 40–62 % forest coverage, while almost half of G are in the areas of forest coverage of less than 20 %. The most desirable elements when visiting forest are dead wood, forest undergrowth and water. It is highly unlikely that educators would visit sapling stand, on the opposite they favor coppice and old growth forest. We propose few guidelines that could be used in the forest management practice in areas near kindergartens.