WHAT DO CHILDREN KNOW ABOUT ENVIRONMENTAL -PROTECTION

Ecological knowledge combined with ecological activities and attitudes are assumed to be the central components of ecological awareness. How ever, ecological knowledge usually is investigated in older children a nd adults only. We conducted three studies to investigate ecological k nowledge in kindergarteners and elementary school children. In the fir st study with 5- to 8-year-olds knowledge about environmental protecti on was assessed by using a free recall task and a semi-structured inte rview. We observed an age-effect as well as an effect of the familiari ty of the ecologically relevant situation: children knew more about av oidance and separation of garbage than about recycling. In a second st udy, we conducted revised clinical interviews sensu Piaget about 'garb age' with 5- to 8-year-olds. The aim was to clearly separate declarati ve knowledge (What is ecologically harmful?) and naive theories about causal relations (Why is it ecologically harmful?). For all age-groups we found understanding of causal relations to be much lower than decl arative knowledge. In a third study with 6- to 9-year-olds we examined if everyday experience with environmental protection has effects on t he quality of children's knowledge. We found everyday experience to be a necessary precondition for knowledge about causal relations in youn ger children, but not in older ones. The results are related to genera l theories about knowledge development. Finally, we discuss implicatio ns for ecological education in preschool children.