Although defined as a  process of reflecting biological, physical and sociocultural aspects and of acquiring knowledge, values, abilities, skills and the will for individual and social contributions to the solution of conteroporary and future environmental problems, environmental upbringing and education is mostly concerned only with environmental knowledge. In addition, primarily with the knowledge of sciences and only very rarely with humanities and social and behavioural sciences. Contrary to conventional teaching in environmental problems, the authors stress the necessity of psychological shaping of child’s personality; a child who grows in emotionally and socially secure family environment develops confidence to all of the surrounding environments. His/her psychological health and psychosocial maturity is the first and most important condition for experiencing individual responsibility to all aspects of the environment. Such a sensitive personality needs only very little effort in institutionalized environmental education. The authors illustrate the importance of psychological contents in environmental education on some of the most important personality variables, such as locus of control, prosociality, values system and its balancing, tolerance to ambivalence and the frustration of needs, and the role of conscience.