A child-focused approach to ethnobiological research has the potential to contribute to our overall understanding of human-environmental relations in at least two important ways: by improving our understanding of how children acquire knowledge and by highlighting the specificities of children's own ethnobiological knowledge. However, despite this potential, research on children's relations with their environment is scarce. To help fill this gap, this Special Section on Children and Ethnobiology compiles works that explore the many ways in which children use, think, and perceive their environment and the role children play in their own societies. Works in this special section are organized around three main topics: the dynamics of ethnobiological learning; the importance and specificity of children's ethnobiology; and suitable methods to work on children's ethnobiology. Taken together, the contributions selected for this Special Section not only expand research on children's ethnobiology, but also open new insights for future research on the topic.
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Vol. 38 • No. 2