Children's literature often incorporates moral, educational, and ecological lessons. With the increasing frequency of natural and environmental disasters, there's a growing body of children's literature aiming to raise ecological awareness. This research explores this literature through the lens of ecocriticism and disaster studies, recognizing children's vulnerability to such events while also acknowledging their capacity for participation in disaster preparedness and recovery. The study's central focus is on how two specific plays, *One Snowy Night* and *The Storm in the Barn*, depict disasters, examining their portrayal through a child's perspective and exploring the key concepts of critical disaster studies, such as vulnerability, resilience, and the social construction of disasters. The plays were selected due to their lack of prior critical analysis and their unique insights into the impact of disasters on children. The study will demonstrate how these plays utilize the element of fantasy and personification to make complex environmental issues accessible and engaging for young audiences, fostering critical thinking about human-environment interactions and promoting environmental responsibility.

The paper reviews existing literature on ecocriticism, children's literature, and disaster studies. Ecocriticism, as defined by Glotfelty (1992), examines the relationship between literature and the physical environment. Hintz (2020) highlights the crucial role of children's literature in addressing global threats, including environmental disasters, and emphasizes children's vulnerability while also recognizing their potential as agents of change. The literature also underscores children's unique experiences of disasters, their vulnerability compared to adults (Kousky, 2016), and the significant impact of disasters on their social and emotional development (Peek, 2018). However, the literature also challenges the notion of children as merely passive victims, highlighting their contributions to disaster preparedness and recovery (Gibbs et al., 2013; Solfiah et al., 2020). The paper also examines existing definitions of disasters from disaster studies, differentiating between natural, environmental, and man-made disasters (Fritz, 1961; Alexander, 1990; Cordova, 2019). It introduces critical disaster studies (Remes and Horowitz, 2021; Matthewman and Uekusa, 2022), which analyzes disasters as socially constructed processes influenced by social inequalities and power dynamics. Finally, the review notes the relative scarcity of research on the representation of natural disasters in children's literature (Rigby, 2013), which is the gap this study aims to fill.

This study employs a comparative qualitative analysis of two children's plays: *One Snowy Night* by Charles Way and *The Storm in the Barn* by Eric Coble. Both plays, targeting early and middle childhood, depict children facing natural and environmental disasters in different cultural settings. The analysis utilizes the framework of critical disaster studies, focusing on the plays' representation of disasters, children's perceptions of them, and the social issues highlighted (poverty, social inequality). The analysis examines the plays' use of fantasy and personification to represent disasters, assessing how this approach engages children and promotes ecological understanding. The study explores the different phases of disasters as depicted in the plays (preparation/mitigation, response, recovery) and analyzes children's responses in light of disaster studies' key concepts (vulnerability, resilience). The plays' depiction of adult responses to disasters is contrasted with the children's actions, highlighting potential mismanagements and the contrast between adult and child worldviews. The role of storytelling and its function in coping mechanisms, developing resistance, and promoting environmental literacy is analyzed within the context of critical disaster studies' focus on 'disasters as interpretive fiction' and 'disasters as taking place over time' (Remes and Horowitz, 2021). The research examines the depiction of vulnerability and resilience displayed by children, and analyzes the resolution in both plays as examples of disaster recovery, assessing the potential for positive impacts such as strengthened family relationships and community building (Lindell, 2013). The paper also examines the bonding networks (Cottrell, 2016) in the plays as a measure of community resilience, and how the children's actions contribute to such strengthening.

The analysis of *One Snowy Night* reveals how the play utilizes Icelandic folklore (trolls) to represent the simultaneous occurrence of snowstorms and volcanic activity, highlighting the vulnerability of the community. The play shows the different phases of the disaster through Nonni's experience, emphasizing his role in mitigation and disaster preparedness. Nonni's actions demonstrate resilience and resistance to the adult's underestimation of the disaster's severity, and his eventual success in saving the sheep signifies the disaster recovery phase and a positive transformation in family relationships. The study highlights the socio-economic vulnerability of Nonni's family and how the play emphasizes the importance of ecological awareness, portraying disasters as a cyclical natural phenomenon. In *The Storm in the Barn*, the play focuses on the response and recovery phases of the Dust Bowl, illustrating the effects of environmental disasters and the adults' destructive practices. The personification of the Rain (Storm King) reveals the consequence of human mismanagement of the environment and serves as an opportunity to educate children about ecological literacy. Jack's actions challenge the adults' harmful practices, showcasing his resilience and resistance. The reconciliation between Jack and his father and the return of rain signify the disaster recovery phase, highlighting the importance of bonding networks within the family and a shift towards sustainable environmental practices. Both plays highlight children's resistance against the adults' worldviews and coping mechanisms, showcasing children's potential to overcome challenges and initiate positive change during disasters. The use of fantasy and storytelling within both plays provides both a coping mechanism for the characters and a pedagogical tool for the audience to understand and engage with complex themes related to environmental disasters.

The findings of this study address the research question by demonstrating how these two children's plays effectively portray the complexities of environmental disasters through children's perspectives. The utilization of fantasy and personification makes complex issues accessible and engaging, enabling young audiences to grasp the significance of ecological responsibility and human impact. The findings highlight the crucial role of children in disaster response and recovery, challenging the portrayal of children as merely vulnerable victims. The significance of the results lies in their contribution to the field of ecopedagogy and environmental education. The study underscores the need for educational materials that empower children to participate actively in environmental stewardship and disaster preparedness. The plays serve as valuable tools for promoting critical thinking about human-environment interactions and encouraging proactive environmental behaviors. The insights from this research can inform the creation of more effective disaster education programs for children.

This study reveals how children's plays effectively portray disasters, emphasizing children's ecological roles and promoting environmental awareness. The analysis highlights the importance of considering children's unique perspectives in disaster studies. Future research could explore a wider range of children's literature focusing on disasters, examining the representation of different types of disasters and cultural contexts. Further research could also investigate the impact of these plays on children's understanding of environmental issues and their engagement in pro-environmental behaviors.

The study is limited to the analysis of two plays. A broader analysis of children's literature on disasters would enhance the generalizability of the findings. The study focuses on the textual analysis of the plays; future research could explore the reception and interpretation of these plays by child audiences. The study primarily focuses on the textual analysis of the plays, and future research could include empirical data to investigate children's reactions to these plays.