Abstract
In this study, three points were identified as kindergarten teachersʼ internal considerations for children in forest kindergartens in Germany. 1）＂Kindergarten teachers take a non—interventionist stance in
childcare by fostering autonomy and independence＂. 2）＂Kindergarten teachers have a tolerant attitude
toward risk and risk management of play, which is a risk factor＂. 3）＂Kindergarten teachers provide a
bridge to independent creation skills by fostering expressionism＂.
The German kindergarten teachers, regardless of the type of school, base their childcare stance on
non—intervention. In addition, it was suggested that the background to this stance is the common bildung of autonomy and independence. Secondly, in the risk management of play, which is a risk factor, the
teachers of the forest kindergarten were found to have a tolerant attitude toward risk. Lastly, the teachers of the forest kindergarten had a background of thinking that fostering expressionism from early
childhood would lead to independent creation skills in the future, with an eye to elementary school education that is not limited to cognitive skills.
