9-10-Year-Old Children’s Understanding of Climate Change

Abstract

Recognizing the need to educate young students about climate change, there is ongoing debate regarding the appropriate age and pedagogical approaches for its introduction. Scholars differ in their views on whether to postpone climate change education until higher grade levels due to concerns about children’s cognitive and emotional readiness or to advocate for earlier involvement as a means of fostering civic engagement. To contribute on this discussion, this small-scale case study engaged 7 Grade 3-4 students to explore their perspectives and understandings about climate change. Over a two-month period, these students actively engaged in five one-hour sessions focused on climate-related topics, including weather, climate, and greenhouse effects. Group conversations and drawing activities were employed to foster an environment where the children could freely express their perspectives and experiences. The collected data included both students’ drawings and video recordings capturing session activities and group interactions. The children in this study demonstrated critical awareness and concerns about climate change. They also expressed diverse conceptual understandings spanning from misconceptions and evolving ideas to sophisticated insights rooted in their experiences. Based on the findings, efforts are made to comprehend whether and how discussions about climate change can be initiated with Grade 3-4 students. The research concludes by highlighting the need for more comprehensive studies to investigate age-appropriate K-6 approaches and curriculum that address both the cognitive and emotional aspects of climate change education.