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The current study used an adapted simplified public forest task, in which groups of three children sharing 30 trees, to investigate whether observing peers\u2014friends or strangers\u2014who demonstrated a lower\u2010resource\u2010extraction norm (i.e., cutting 4\/5 trees) or a higher\u2010resource\u2010extraction norm (i.e., cutting 15\/16 trees) would influence children's pro\u2010environmental behavior. Participants were 5\u2010year\u2010old and 6\u2010year\u2010old children from kindergarten. Information about peers' resource extraction was presented verbally by the experimenters, who informed children about the number of trees that friends or strangers had previously cut. The results showed that 5\u2010year\u2010olds exhibited greater pro\u2010environmental behavior under the lower\u2010 than the higher\u2010resource\u2010extraction norm when the peer was a friend, but this difference was not observed when the peer was a stranger. In contrast, 6\u2010year\u2010olds' pro\u2010environmental behavior did not differ between the lower\u2010 and higher\u2010resource\u2010extraction norms, regardless of whether the peer was a friend or a stranger. These results indicate that social distance moderates the influence of peer resource\u2010extraction norms on 5\u2010year\u2010olds' pro\u2010environmental behavior, but not on that of 6\u2010year\u2010olds. These findings provide preliminary evidence that environmental education for 5\u2010year\u2010olds may benefit from considering friends' resource\u2010extraction norms.<\/jats:p>","DOI":"10.1111\/desc.70267","type":"journal-article","created":{"date-parts":[[2026,8,7]],"date-time":"2026-08-07T06:39:41Z","timestamp":1786084781000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Act Environmentally When Peers Do So? 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