Recontextualizing psychosocial development in young children: a model of environmental identity development

Abstract

This article presents an Environmental Identity Development model, which considers the progression of young children’s self-cognitions in relation to the natural world. We recontextualize four of Erikson’s psychosocial stages, in order to consider children’s identity development in learning in, about, and for the environment. Beginning with Trust in Nature vs. Mistrust in Nature, we argue that cognitions of comfort in the natural world vs. discomfort, provide the foundation for healthy environmental identity development. This trusting bond/relationship with nature allows children to gain Spatial Autonomy through collectively or independently creating their own sense of place in nature vs. feelings of doubt or Environmental Shame. As children progress, they gain Environmental Competencies, creative innovations to use the environment for both personal and social purposes vs. separation from nature or Environmental Disdain. Such competencies promote children’s agency in exercising Environmental Action, applied care/ethics aimed at building a sustainable future, as opposed to behaviors that cause Environmental Harm. Young children’s environmental identity develops in diverse ways and in distinct sociocultural and geographical contexts. Caregivers/educators play a unique role in recognizing and supporting the needs of individual children as they progress towards healthy environmental identity development.

Keywords:

• environmental identity development
• young children
• trust in nature
• spatial autonomy
• environmental competency
• children's agency

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. The original intent of this paper was to present EID as a model that can be applied in ECEE and ECEfS research and practice. However, since the time that EID was first conceptualized, it has been presented to graduate students and researchers, environmental scientists and social scientists, and applied in the professional development of teachers. We have found that scholars and practitioners alike gravitate towards the ideas presented in this model as they can easily reflect on their own EID and relate it to various experiences of their lives. Additionally, such dialog has allowed us to recognize the applicability of EID in contexts beyond early childhood, suggesting a framework that can be applied in middle childhood, the adolescent years, and conceivably adult environmental education research and practice.