Carie Green earned her Ph.D. in education (2011) from the University of Wyoming. She is Associate Professor of People, Place, and Pedagogy in the School of Education at the University of Alaska Fairbanks. She studies the sociocultural influences of children’s environmental identity development in diverse contexts.

• List of Illustrations – Acknowledgments – Preface – A Model for Environmental Identity Development – Trust in Nature vs. Mistrust in Nature – Spatial Autonomy vs. Environmental Shame – Environmental Competency vs. Environmental Disdain – Environmental Action vs. Environmental Harm – Methodologies and Methods for Environmental Identity – Development Research – Diverse Observations of EID – Contributor Biographies.

"For everyone who seeks to connect young people with the natural world, Carie Green focuses our attention on a central question: How does an environmental identity of connection and care for nature develop during infancy, childhood, and youth? She has pondered this question at length, drawing on her own research and the work of others, and presents her reflections through a combination of research reviews and observations of children in nature covering different ages, different cultures, and different settings for social and environmental learning. A broad spectrum of readers will find much that is useful here—other researchers, parents, teachers, and staff in parks, nature centers, and institutions of all kinds that bring children and nature together."—Louise Chawla, Professor Emerita, University of Colorado Boulder

Carie Green earned her Ph.D. in education (2011) from the University of Wyoming. She is Associate Professor of People, Place, and Pedagogy in the School of Education at the University of Alaska Fairbanks. She studies the sociocultural influences of children’s environmental identity development in diverse contexts.

• List of Illustrations – Acknowledgments – Preface – A Model for Environmental Identity Development – Trust in Nature vs. Mistrust in Nature – Spatial Autonomy vs. Environmental Shame – Environmental Competency vs. Environmental Disdain – Environmental Action vs. Environmental Harm – Methodologies and Methods for Environmental Identity – Development Research – Diverse Observations of EID – Contributor Biographies.

"For everyone who seeks to connect young people with the natural world, Carie Green focuses our attention on a central question: How does an environmental identity of connection and care for nature develop during infancy, childhood, and youth? She has pondered this question at length, drawing on her own research and the work of others, and presents her reflections through a combination of research reviews and observations of children in nature covering different ages, different cultures, and different settings for social and environmental learning. A broad spectrum of readers will find much that is useful here—other researchers, parents, teachers, and staff in parks, nature centers, and institutions of all kinds that bring children and nature together."—Louise Chawla, Professor Emerita, University of Colorado Boulder

Carie Green earned her Ph.D. in education (2011) from the University of Wyoming. She is Associate Professor of People, Place, and Pedagogy in the School of Education at the University of Alaska Fairbanks. She studies the sociocultural influences of children’s environmental identity development in diverse contexts.

• List of Illustrations – Acknowledgments – Preface – A Model for Environmental Identity Development – Trust in Nature vs. Mistrust in Nature – Spatial Autonomy vs. Environmental Shame – Environmental Competency vs. Environmental Disdain – Environmental Action vs. Environmental Harm – Methodologies and Methods for Environmental Identity – Development Research – Diverse Observations of EID – Contributor Biographies.

"For everyone who seeks to connect young people with the natural world, Carie Green focuses our attention on a central question: How does an environmental identity of connection and care for nature develop during infancy, childhood, and youth? She has pondered this question at length, drawing on her own research and the work of others, and presents her reflections through a combination of research reviews and observations of children in nature covering different ages, different cultures, and different settings for social and environmental learning. A broad spectrum of readers will find much that is useful here—other researchers, parents, teachers, and staff in parks, nature centers, and institutions of all kinds that bring children and nature together."—Louise Chawla, Professor Emerita, University of Colorado Boulder