ERIC Number: ED453053
Record Type: RIE
Publication Date: 2000-Sep
Reference Count: N/A
Early Childhood Science Education and the Workforce of Tomorrow. A Special Report Based on a Conference Convened by Educational Equity Concepts, Inc., and the New York Academy of Sciences (New York, New York, June 15-16, 1999). A Science in Society Policy Report.
Froschl, Merle, Ed.; Nichols, Rodney W., Ed.; Skopp, Lori, Ed.; Sprung, Barbara, Ed.
This document reports on a conference that was convened by Educational Equity Concepts, Inc. and the New York Academy of Sciences. Disciplines that were represented included child development, special education, early childhood education, sociology, psychology, physics, mathematics, assessment, teacher education, parent involvement, economics, and demographics. Chapters include: (1) "Developmentally Appropriate Ways to Expand Young Children's Understanding of the World"; (2) "Helping All Children Develop a Broad Range of Skills That Will Prepare Them for Later Competency in Science, Math, and Technology"; (3) "Using Assessment to Learn about Children's Science Learning"; (4) "Implications for Teacher Education"; (5) "Involvement of Parents and Family"; (6) "Today's Kindergarten, Tomorrow's Workplace"; and (7) "Issues for Further Exploration." A list of participants is also included. (YDS)
Descriptors: Child Development, Cognitive Style, Constructivism (Learning), Early Childhood Education, Equal Education, Evaluation, Higher Education, Labor Force, Mathematics, Parent Participation, Preservice Teacher Education, Science Education, Skill Development, Teacher Role, Technology
Educational Equity Concepts, Inc., 114 E. 32nd Street, New York, NY 10016; Tel: 212-725-1803; Fax: 212-725-0947; e-mail: firstname.lastname@example.org; web site: www.edequity.org or New York Academy of Sciences, 655 Madison Avenue, 16th Floor, New York, NY 10021; Tel: 212-838-6727, ext. 630; Fax: 212-355-2781; web site: www.nyas.org.
Publication Type: Collected Works - Proceedings
Education Level: N/A
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: New York Academy of Sciences, NY.; Educational Equity Concepts, Inc., New York, NY.
Note: Supported under a supplement to Educational Equity Concepts' grant no. HRD-970047.