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V diplomski nalogi Doživljajska vzgoja v naravnem okolju – taborjenje smo se v teoretičnem delu posvetili osnovam doživljajske pedagogike, naravi ter razvoju senzoričnih in motoričnih sposobnosti otrok. Namen diplomske naloge je bil, da otrok izvedeno dejavnost čustveno doživi, se ob tem nauči osnov taborjenja, spozna življenje v naravnem okolju ter aktivira pozitivna čustva do gibalne dejavnosti. Za opazovanje čustvenih stanj otrok smo uporabili ocenjevalne liste, otroci pa so svoja doživljanja ocenjevali na podlagi pripravljenih simbolov, ki so predstavljali, kako je otrok izvedeno dejavnost sprejel. Na podlagi zbranih rezultatov smo ugotavljali primernost izvedenih dejavnosti na taborjenju. Pri evalvaciji in analizi rezultatov smo ugotovili, da posamezne dejavnosti niso v celoti primerne za izvajanje, zato smo predlagali ustrezne rešitve. Dejavnost nočnega pohoda smo nato z novim načrtovanjem znova izvedli. Pri obeh izvedenih dejavnostih smo dokazali, kako pomembna je izbira primernih vsebin in zahtevnost posameznih gibalnih nalog za starostno stopnjo otroka. Theoretical part of the thesis Experiential Education in the Natural Environment – Camping presents the basics of experiential pedagogy, nature and the children's development of sensory and motion abilities. The purpose of this thesis was to show the child's emotional response to performed activity as he learns the basics of camping, learns about life in the natural environment and activates positive emotions to physical activity. For observing children’s emotional states we used the evaluation sheets, whereas the children were also able to evaluate their experience on the basis of prepared symbols that represent how a child has accepted the carry out activities. Based on the accumulated results we assessed the adequacy of the activities at camp. In the evaluation and analysis of the results, we found that individual activities are not fully adequate to implement, so we proposed appropriate solutions. Night hike activity was thus carefully re-planned and carried out again. In both of the activities carried out, we have demonstrated the importance of choosing the appropriate content and complexity of individual motor tasks according to the age level of the child.