Taking sides about an environmental issue: What do preschoolers claim for tree logging and on what grounds?

Abstract

This paper reports on two case studies concerning young children’s reasoning about human actions on nature. In each study, children are presented with a different plausible scenario of tree logging, before and after a teaching intervention. The latter has to do with trees as animal-habitats and is set in the broader context of Education for Sustainable Development. We are discussing the possible impact of the teaching intervention as well as that of the probing scenarios, on children’s attitudes for tree logging and on the ways they justify them.