Young Children’s Developing Understanding of the Biological World

This academic collection examines how young children develop their understanding of living things and biological concepts, drawing from current research in developmental psychology. The contributors explore what's known as 'folkbiology'—the intuitive beliefs children form about plants, animals, and natural processes before formal science education. Researchers investigate both the factors that shape these early biological understandings and the cognitive biases that can hinder scientific reasoning about natural phenomena. The papers collectively offer valuable insights into how children's initial conceptions of the biological world evolve.

What makes this volume particularly valuable is its dual focus on understanding developmental pathways while addressing practical interventions. Educators and developmental psychologists will find substantive research on how to identify and counter the intuitive biases that can obstruct scientific thinking about living systems. The research presented moves beyond simply documenting what children know to examine how their biological reasoning can be guided toward more accurate conceptual frameworks. For anyone interested in the intersection of cognitive development and science education, this compilation provides meaningful perspectives on fostering early scientific literacy about the natural world.