Forest pedagogy, although it is a new educational discipline, has started to become increasingly present in educational work. In some European countries, such as Sweden, Denmark, and Germany, forest pedagogy is widely used in working with children of early and preschool age, and the number of such kindergartens continues to grow. This approach to work has not yet been officially recognized in the Republic of Croatia and is only beginning to be integrated into the educational system. However, there are kindergartens in Croatia that operate based on the principles of forest pedagogy. It offers children the opportunity to spend time and learn in a natural environment every day, giving them a chance for comprehensive development, learning, and new insights about themselves, others, and the world around them. Additionally, it provides children with opportunities for better social, emotional, mental, and physical development. The first part of this paper focuses on the theoretical aspect, dealing with forest pedagogy, forest kindergartens in Europe and in the Republic of Croatia and their beginnings, as well as outdoor play and risky. The second part of the paper is based on research and focuses on a study conducted with parents of children attending the Forest Children Childcare Service in Pula. The aim is centered on examining the parents' satisfaction and experiences with the forest kindergarten their children attend.