“I Sit Here Feeling the Beauty” Together with Nature—Children’s Knowledge in the Nature Kindergarten

The use of nature as an environment to develop children’s knowledge in kindergartens is growing globally. Understanding how children learn in nature and the types of knowledge they acquire is crucial for this pedagogical approach. This article examines the outcomes for children aged 3–5 years within these practices. It examines how they acquire knowledge and the types of knowledge they gain, emphasizing that the focus extends beyond epistemic knowledge alone. The children’s knowledge of nature is analysed through Aristotle’s forms of knowledge—episteme (scientific knowledge), techne (skills), and phronesis (practical wisdom). This article also incorporates the theory of relational knowledge. Our study involved thirty children and twenty staff members from six nature groups, with the main method being child interviews. Our methods included child-guided tours of the “nature area,” playful focus group interviews with children, and child-drawn illustrations. This approach enabled the children to share their thoughts and experiences. The staff were interviewed in focus groups. Our results show that children acquire knowledge through sensory experiences, reflection, action, and interactions with nature over time. Learning occurs through the collaboration of three actors: nature, children, and staff. This allows children to think independently and develop relational knowledge about nature through their active engagement.