# Trees in the Eyes of Young Learners: A Study on Knowledge and Educational Methods

## TL;DR

This study explores how children in a rural Slovak village learn about trees and highlights the importance of hands-on and peer-based learning in improving plant knowledge.

## Contribution

The study introduces an interdisciplinary approach to understanding how children's knowledge of trees is shaped by education, family, and peer interactions.

## Key findings

- Children's knowledge of trees is closely linked to personal, hands-on experiences in gardens and family activities.
- Formal education has limited impact unless reinforced through lived interaction with plants.
- Peer learning significantly contributes to children's understanding of plant life.

## Abstract

Children often exhibit limited knowledge of plant life, a phenomenon referred to as “plant awareness disparity,” which can hinder the development of environmental literacy and ecological stewardship. Despite the foundational role of plants in ecosystems, educational systems and cultural narratives frequently prioritize animals, leaving children's understanding of trees underdeveloped. This study aimed to examine how primary school children in the rural Slovak village of Granč‐Petrovce acquire knowledge about trees, and how formal education, family practices, and peer interactions shape this learning. Using an interdisciplinary approach grounded in ethnobiology and social anthropology, the research combined participant observation, free listing, map drawing, semi‐structured interviews, diaries, and outdoor walks with 10 children aged 7–9 over a five‐week period. Results revealed that children were most familiar with fruit trees such as apple and cherry, with knowledge strongly tied to personal, hands‐on experiences in gardens and during family activities. While formal education introduced certain species, these were less salient unless reinforced through lived interaction. Peer learning also played a notable role, with older children often teaching younger peers about plants. Despite spending time outdoors, children who lacked active engagement with plants showed limited ecological understanding, particularly in areas like tree reproduction. The study underscores that the quality of engagement with nature—especially when culturally and relationally meaningful—matters more than the quantity of exposure. These findings advocate for educational strategies that integrate outdoor, experiential, and peer‐based learning to foster deeper plant knowledge and reduce plant awareness disparity among young learners.