The thesis addresses the importance of forest pedagogy in kindergarten, especially in the first age group. In the theoretical part, the significance of the forest and forest pedagogy is first presented, referring to the use of the forest as a learning environment to support children's development. The importance of connecting the child with nature is emphasized. Certain concerns that educators may face before going to the forest are presented, as well as the importance of forest experiences for children with developmental differences. Furthermore, the developmental characteristics of children in the first age group are described, along with the significance and types of children's play. Play enables children to explore, discover, and develop social skills. A part of the thesis is also dedicated to the role of the educator in observing and encouraging children's play. The role of the educator is crucial, as they provide a safe and stimulating learning environment in which the child can develop their potential. In the empirical part of the thesis, a one-month project is presented, which I carried out with children in a kindergarten in the first age group. Together with the children, we visited the forest or outdoor learning environment on a daily basis. We conducted activities that covered all areas of the curriculum. Through play in the outdoor learning environment, children acquired various skills that are important for their overall development.
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