We are introduced to the authors early in the piece, providing us with the clear context as to where their interest in this field has arisen. Both authors reflect on their connections to the coal-producing Latrobe Valley region of Victoria, Australia. Monica Green describes growing up on the edge of a coal mine with the hum of the machinery for company at night; her family, understandably, escaping to the beach and bush as often as they could. The development of emotional connections to nature and place within a context of industrialisation are fascinating contrasts and are commonly explored in this book.

The authors explore the role of knowledgeable and inspiring teachers such as Max Sargent, who created valuable environmental education programs for their students within the power station wetlands at the town of Morwell in the Latrobe Valley. For nearly 50 years Morwell has hosted Hazelwood, one of the largest and most polluting brown coal fuelled thermal power stations in the world. In its shadow, the wetlands (part natural, part artificial) provide a place for children to undertake frog and biodiversity surveys. The impending retirement of Max, and resulting diminishment of the program, provided the impetus for Margaret and Monica to work together and preserve his legacy.

The first chapter describes how policy for sustainability commonly lacks any reference to children, which seems like such oversight when sustainability affects the very future that will be lived by our young people. A literature review by the authors looking at various ways of studying children and nature reveals that research targeting the perspectives, feelings and insights from the children themselves is lacking. Quantitative studies, not surprisingly, show that an increase in time spent experiencing nature results in a greater connectedness to it. Although not critical of such studies, the authors clearly desire a deeper exploration into the thinking of children beyond ‘… terms of positive and negative as judged by adults’ (p. 4). From my perspective, the authors achieve such insight beautifully through their projects described in this book.

As David Greenwood says in his foreword, this book continually gives us the voice of the children. They are on the journey with us, continually bringing back their context, and highlighting the significance of their relationships to place through their experience.

The role and perspectives of teachers and facilitators is not omitted, however, as their valuable insights into the education of sustainability in practice are explored. Projects are described about areas not typically associated with nature and sustainability, such as coal-producing Morwell or the logging town of Heyfield. These are heartening examples, demonstrating that passionate teachers and facilitators can overcome barriers of history and proximity to industry to forge a connection with children to nature. Perspectives become changed over time: the transformation of a threatening smelly swamp as a breeding ground for insects becomes a valued, rich, fascinating and biodiverse system complete with ‘bug blitz’ and biodiversity surveys.

The third chapter is entitled ‘A coastal classroom without walls’ and takes us to Woodbridge School in southern Tasmania. Once again, the importance of the facilitator in engaging and gently directing children's learning is emphasised. Importantly, however, after the initial direction, freedom is given to the children to self-direct their own discoveries. Interviews with the children about their experiences give us insights into the impacts programs like this can have on their relationships to place. For example, Alex (age 11) describes how they remove weeds around the dam and get stuck in the mud (p. 51). The positive outcomes that can be achieved through connecting with external environmental groups such as Landcare are also highlighted.

In Chapter 5, ‘Place making by design’, I read with great interest a case study of my old primary school, The Patch School, in the Dandenong Ranges in Victoria. The highly decorated environmental education program apparently became established just after my time there. I recall the school as a place of fantastic natural beauty, and the one time we found a frog on our side of the fenced-off wetland has remained in my memory. It was not until I became an environmental educator that I reflected on the complete underutilisation of these resources. Gladly, this chapter describes a polar shift, with the school establishing an eco-classroom specifically for environmental and sustainability education. Their wholly inclusive process of designing and creating a children's garden is described and clearly stands as a gold standard for schools wishing to pursue a similar endeavour, with children taking part each step of the way, from design to implementation. It is an example of true consultation with children facilitating a strong connection and ownership to their place.

As well as being filled with insight into the pedagogy of children's connections to place, Children, Place and Sustainability is accessible and should be required reading for early childhood and primary educators. This book is valuable for many in the education field, including sustainability educators and students of education. It is a heartening read during a crucial time when we need our younger generations growing up with caring attitudes to place and nature, and with a perspective for sustainability. This book details ways to connect young people with meaningful interactions with nature, and how to facilitate their establishment of a lasting emotional connection to place.