This paper reviews the results of a study of 267 children in the second, fifth, eighth and eleventh grades. A battery of tests was used to examine children's knowledge and attitudes toward animals, and behavioral contacts with animals. A typology of basic attitudes toward animals and appropriate scales were employed. Children's knowledge and attitudes toward animals were also compared to adults eighteen years of age and over. Major differences occurred among children distinguished by age, sex, ethnicity, and urban/rural residence. Additionally, significant knowledge and attitude variations occurred among diverse animal-related activity groups (e.g., among children who hunted, birdwatched, learned about animals in school). Perhaps the most important finding was the identification of three stages in the development of children's perceptions of animals. The transition from six to nine years of age primarily involved major changes in affective, emotional relationships to animals. The change from ten to thirteen years of age was marked by a major increase in cognitive, factual understanding, and knowledge of animals. The shift from thirteen to sixteen years of age witnessed a dramatic broadening in ethical concern and ecological appreciation of animals and the natural environment.
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