Development of Concern for the Environment and Formative Experiences of Educators

Abstract This article describes part of a larger research project that uses autobiographical, qualitative analysis to investigate the acquisition and development of environmental subject knowledge and concern during a child's first 3 years of school. The project has also established a longitudinal study to investigate the transition from knowledge to active concern. The author examines the significance of various categories of influence on the development of environmental educators' knowledge and concern and the ways in which this significance may change through time.