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Supporting STEM in Early Childhood Education Policy Issues in Nevada Education College of Education 1-1-2017 Supporting STEM in Early Childhood Education Jennifer Buchter University of Nevada, Las Vegas Maryssa Kucskar University of Nevada, Las Vegas Conrad Oh-Young University of Nevada, Las Vegas, [email protected] Jenna Welgarz-Ward University of Nevada, Las Vegas, [email protected] Jeff Gelfer University of Nevada, Las Vegas, [email protected] Follow this and additional works at: https://digitalscholarship.unlv.edu/co_educ_policy Repository Citation Buchter, J., Kucskar, M., Oh-Young, C., Welgarz-Ward, J., Gelfer, J. (2017). Supporting STEM in Early Childhood Education. Policy Issues in Nevada Education 1-12. https://digitalscholarship.unlv.edu/co_educ_policy/2 This Article is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Article in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Article has been accepted for inclusion in Policy Issues in Nevada Education by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. Supporting STEM in Early Childhood Education Jennifer Buchter, M.Ed., MSW, LSW Maryssa Kucskar, M.Ed. Conrad Oh-Young, Ph.D. Jenna Weglarz-Ward, Ph.D. Jeff Gelfer, Ph.D. Research has demonstrated that the drive to explore, interact and observe in human beings begins in early childhood, long before middle and high school, and even before elementary school. At the same time, the nation’s economy is moving toward technologically based industries, creating growth in demand for workers proficient in science, technology, engineering and mathematics (STEM). The question is, how can Nevada cultivate a generation of adults that is prepared to thrive in the 21st century economy? The answer is, begin recruiting and training them to serve in Early Childhood Education (ECE) capacities. Despite overwhelming evidence in support of this approach, high-quality STEM programming has not yet been incorporated into ECE. Nevada Facts & Statistics positioned to participate in that high-growth • By 2018, STEM-related jobs are projected to facet of the economy. increase to nearly 50,000, a 25 percent increase • In the 2015 legislative session, $882 million from 2008 levels. was committed to education, including STEM • A report by the Brookings Metropolitan Policy instruction. Program in partnership with the University • SB 345 created an advisory council to address of Nevada, Las Vegas, Cracking the Code barriers within our state’s educational system, on STEM, a People Strategy for Nevada’s with the intent of improving STEM outcomes Economy, found that the K-12 education in K-12 and postsecondary institutions. system is inadequate to address STEM educational outcomes. Considerations for Future Actions Producing STEM programming in ECE is both U.S. Facts & Statistics uniformly supported by the education communi- • During the first decade of the new millennium, ty and straightforward to execute. Recommended the demand for STEM-related careers measures include: increased by 14 percent nationally. • Require high-quality teacher preparation and • Advancing American students from the middle professional development for ECE educators in to the top tiers in mathematics and science is a STEM methodologies. federal educational priority. • Utilize STEM curriculum that aligns with • The National Science and Technology Next Generation Science Standards (NGSS) Council, along with the Committee on STEM and National Association for the Education Education, the National Association for the of Young Children (NAEYC) recommended Education of Young Children, and the Next practices. Generation Science Standards concur the • Incorporate NGSS science standards as part of exposure to STEM during early childhood is state early childhood standards and report these critical to establishing an optimal educational measures. trajectory. • Work with the Advisory Council on STEM initiatives within the Department of Education Recent Actions in Nevada to include early childhood as a component of • In 2013, Nevada developed an economic Nevada’s statewide plan. diversification plan entitled,Moving Nevada • Utilize existing facilities outside of formal Forward: A Plan for Excellence in Economic school settings to bring STEM content to Development. This plan explicitly called for students, especially those in low-income or increasing STEM-related jobs so the state is high-need schools (ie.; discounts for young 1 Buchter et al. children to museums, advertising state parks toddlers develop 700 neural connections every sec- and recreation areas, etc). ond. These biologically driven neurological pro- cesses and natural curiosity of how the world works Statewide Benefits of Future Action make early childhood an optimal time to introduce • As tremendous growth occurred between children to scientific inquiry. This sensitive period 2000-2010 within sectors such as biomedical of development must be utilized to start children engineering (62 percent), systems software on the right path to be successful in STEM (sci- development (32 percent) and medical sciences ence, technology, engineering, and math) and oth- (36 percent), Nevada has been missing out er content areas because, once these neurological on opportunities to grow economically while pathways are developed, they go through a prun- diversifying its economy. ing process in which synapses that are not used are • Addressing this issue by broadening access to eliminated (National Scientific Council on the De- high quality STEM curriculum is also likely veloping Child, 2007; Neurons to Neighborhoods, to improve the state’s overall educational 2000: Shonkhoff, 2000). This paper will examine outcomes, removing an additional obstacle to current state policies and educational practices be- recruiting new businesses. ing implemented as they relate to STEM’s nexus • Professional development opportunities for with early childhood development. Recommended educators also serve to connect teachers practices from early childhood professional orga- and families to public- and private-sector nizations will be examined in addition to research professionals and community resources. on STEM education in early childhood. Lastly, a review of what other states are implementing will Implications of Maintaining Status Quo be provided. • While there has been some growth in technology-related jobs in Nevada, that growth State of Nevada’s Need for STEM lags far behind the national average. Barring Nevada has recognized the critical need intervening variables such as early adoption for highly qualified STEM professionals in sup- of STEM curriculum, this trend is unlikely to porting and diversifying Nevada’s economy. In change significantly. 2012, Nevada adopted an economic diversification • AB 449, which enjoyed broad bipartisan plan, Moving Nevada Forward: A Plan for Excel- support, was designed to restructure and lence in Economic Development (Nevada Board of re-energize economic development in Economic Development, 2012), which focused on Nevada. This goal remains a focus item at the increasing technology jobs in the state. While there state level, but the lack of STEM-qualified has been some initial growth in technology-related employees inhibits its progress. jobs, current systems in Nevada have not be able to • Last decade’s recession demonstrated Nevada’s keep up with demand, as there still are not enough susceptibility to economic downturns, qualified professionals to meet the projected de- especially those affecting tourism. While the mand. This trend is exacerbated by projections that leisure and hospitality industry remains critical STEM jobs in Nevada will increase to 49,460 jobs to our state’s economic well-being, continued by 2018, up from 37,220 in 2008 (Nevada Board over-reliance upon that sector fosters continued of Economic Development, 2012). Because Ne- vulnerability at the local and state levels. vada continues to struggle in producing a highly trained and highly qualified STEM workforce, Ne- vadans are losing out on economic opportunities Introduction (i.e., higher-paying jobs). Furthermore, this has the The early childhood years, birth to age 5, potential to negatively impact our state’s economic have long been accepted as the most critical point stability. Fortunately, this has not gone unnoticed in neurological or brain development (National by the Governor’s office as he addressed these con- Scientific Council on the Developing Child, 2007). cerns in the State of the State Address, and includ- Children are born curious, naturally exploring ed $882 million in education funding to include and interacting with their world (Piaget, 1952; El- and expand on STEM education, recognizing and kind,1976). During the earliest years, infants and committing education systems to the need for more 2 Supporting STEM in Early Childhood Education STEM workers (Nevada Board of Economic De- and STEM outcomes, including children who are velopment, 2012). English language learners or at-risk for academic These issues are not isolated to Nevada difficulties and can be found nationwide. The projected in- crease in need for STEM careers nationally
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