Nowadays, methods such as forest school are appealing, because modern society is prone to consumerism and materialism. Adults have a dynamic lifestyle, and children are expected to live by their standards. Children are surrounded by information at every step, and adults expect a lot from them, so they are often characterised as restless and difficult. In my paper, I study whether forest school has a positive effect on children, as stated in literature, what related effects on children are perceived by kindergarten teachers and in what areas these effects are the most pronounced. The theoretical part defines the term forest school, its origin and its use in Slovenia. I defined the term forest kindergarten and listed effects of forest school on children, before focusing on children with special needs and how forest school affects them. In the empirical part, I interviewed kindergarten teachers from a kindergarten in Velenje, which is part of the Slovenian Network of Forest Kindergartens and Schools, to gather their thoughts on forest school. I wanted to determine to what extent they are familiar with the forest school approach, to what extent they find it effective, how they incorporate it in their work and what changes they perceive in children and children with special needs who regularly go to the forest. This research is followed by an analysis of the obtained data and a comparison with theoretical findings. I determined that kindergarten teachers are partly familiar with forest school, that they mostly incorporate it in their work by taking children to the forest and that in doing so they perceive numerous positive effects on children.
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