The aim of this thesis was to find out how are the learning modules of the National Curriculum for Pre-Primary Education implemented in the forest-oriented pre-primary education group and how does forest as a learning environment develop child’s relationship with nature. This thesis was done in co-operation with the forest-oriented pre-primary school group Metsätähdet in Pälkäne.

The thesis was carried out as qualitative research. The data were collected by an electronic Webropol survey and by observing the pre-primary education of the group three times during autumn 2023. A Webropol questionnaire was sent to the early childhood educators of the group by email. All of them responded to the survey. The data were analyzed by thematizing. The main themes were the learning modules of the National Core Curriculum for Pre-Primary Education and a child’s relationship with nature. Other themes were sustainable development, functionality, the calming effect of forest and forest as an enabler of creativity and exploration. The theoretical basis of the thesis consisted of pre-primary education, forest-oriented pre-primary education, environmental education, child’s relationship with nature and sustainable development.

Based on the thesis results, forest as a learning environment in pre-primary school is enriching and active. The forest-oriented pre-primary education enables high-quality, active, implementation of the pre-primary education curriculum. In addition to teaching, the pre-primary school days also include plenty of free play in the nature. Walking and playing in the forest develop children’s motor skills.

The results show that forest-oriented pre-primary school develop a child’s relationship with nature in many ways. Meaningful daily experiences in nature strengthen a child’s relationship with nature. The results prove that diverse learning environment, imaginative play and the team spirit in the forest-oriented pre-primary group also contribute child’s relationship with nature. The early childhood educators of the group play an important role in encouraging children to spend time in nature, which is also a contributing factor.

The outcome of the thesis was that forest-oriented pre-primary school can provide high-quality and versatile education. In addition, children attending the pre-primary school get to play and learn in the forest, which strengthens their relationship with nature.