Alternative pedagogical concepts, such as forest pedagogy and forest kindergartens, are becoming more common in many countries. This final paper aims to inform and learn about such concepts to better understand childrens needs. The mentioned concept allows the child to spend time in nature daily, learning about the environment and natural phenomena, and developing motor and social skills, creativity, and imagination. Educators in the forest kindergarten support childrens curiosity, observe their interests and needs and provide support for informal learning in a natural environment with an emphasis on free play and a flexible curriculum. This paper also talks about the development of forest pedagogy throughout history, from the 19th century in the work of Friedrich Fröbel to its contemporary understanding. Also, the paper describes the beginnings of forest kindergartens, their influence on the overall development of the child, and their prevalence in Croatia and around the world. Given the importance of forest pedagogy, this paper also discusses European projects that are being promoted. The first part of the work is theoretical, while the second part is exploratory, in which a semi-structured interview was conducted to research the work plan and program of the forest kindergarten, that is, childcare trade Šumska djeca in Pula.