Recognizing that Eatonville’s children must achieve educational excellence if the town is to survive and thrive, P.E.C. has made a generations-long commitment to community revitalization by nurturing“an environment which focuses on academic achievement” in the lives of the very, very young(beginning with those who are 18 months old). This is not a project to prepare toddlers to score better on a standardized test. Instead it is a proposal that appreciates that, in Historic Eatonville, faith, family, education, and civic pride, have served as the foundation blocks for building a strong community and that with careful attention and appropriate resources, we can provide a path forward so that when these children enter pre-k and kindergarten, there will not exist the academic disparity which typically exists between African-American and white youngsters.
Phase I of the ZORA! STEM Project is a six-twelve-month exploratory effort consisting of three phases designed to create a foundation for a cognitive-based STEM curricula for children in high-needs communities. View excerpts from the“ZORA! STEM Shared-Cognition Model: Early Childhood STEM Education Through Community Transformation Using Community Asset Mapping” proposal below.
TRADITIONAL MODELS APPLIED TO ZORA! STEM
Traditional models of the STEM pipeline represent the learning process with concrete start and end points, centered on individual progress. The ZORA! STEM model(right) will reflect the interaction between various factors influencing the STEM pipeline and the dynamism of its self-maintenance.
CONCEPT FOR ZORA! STEM OPTIMIZATION
Identifying the barriers and solutions to optimal STEM development. Interdisciplinary coordination can take data from multiple sources(e.g. ethnographic, economic, geo-political, cultural, developmental psychology, neuroscience, psycho-physiology). Table 1 provides a clearer picture of potential barriers and optimal strategies.