Children are active learners of thinking and body behavior-Piaget (1952) Most children tend to learn from others, and their reference objects include other children, family members and adults. -Voski (1978) In recent years, the phenomenon that children's outdoor activities have obviously decreased around the world has attracted more and more attention. Just like Richard Love, a famous American writer, used the word' natural absence' in his book The Last Child in the Forest to describe the fact that children in modern society lack contact with nature. Even many medical experts believe that living in the natural environment is an important reason for children's obesity, attention disorder and depression. Forest kindergarten originated in Denmark in 1950s, and now it has become popular in Britain, Germany and Europe. In addition, it has been extended to areas outside Europe. Japan (hundreds) and South Korea are booming, and the United States and Canada are also beginning to try outdoor kindergartens. Forest kindergartens usually have no classrooms, so that children can return to nature. Children can climb trees and play with fire. Even on snowy days, children play outdoors. Children learn not indirectly through books, but through direct contact with nature. Children's observation will naturally become keen, and the motivation to learn and explore will continue. "Forest" is just a synonym for nature, and forest education is a part of nature education. Forest kindergartens can be forests, farms, beaches or parks. We draw lessons from the British concept of nature and forest education, take the natural game teaching method as a tool, and combine our own conditions and environment to build our own forest education system. The educational concept of Oak Seed International Kindergarten: Every child is an independent individual, and is committed to conducting selective and targeted educational guidance according to the child's personality characteristics and hobbies, stimulating children's curiosity, thirst for knowledge and exploration spirit, gradually cultivating children's self-confidence, cooperative spirit and active learning consciousness, guiding children to know and evaluate themselves, learning to bear the consequences for their actions, and letting children learn in nature, experience in situations and grow up in exploration.