Climate change is a major environmental challenge society is facing. While young children will experience the impacts of climate change for longer, research into their perceptions of climate change is scant. To address this gap, this qualitative case study presents the perceptions of climate change of 10 young Maltese children (4–7 years). Data were collected through semi-structured conversational interviews and photograph interpretation. Results revealed that children held some understanding of the scientific concept of climate change. Nevertheless, misconceptions about climate change were more common. The findings also revealed a lack of application of any such knowledge to new situations. Finally, this study offers research and pedagogical implications, noting the need for educators, researchers and policymakers to consider the educational frameworks that help successfully shape climate change learning in early childhood.
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