Introduces the topic of economic and industrial education as it applies to early childhood education, pointing out that it is crucial for educators to gain sound economic and industrial experience to provide meaningful learning experiences to their students. (MDM)

Attempts to establish a parallel between Economic and Industrial Understanding (EIU) and language; and to discover how to teach children EIU while taking into consideration their stage of language development. A small pilot study examined the role of language in the formation of economic awareness and attitudes of 11 primary school children. (MDM)

Evaluates the Mini-Enterprise in Schools Project (MESP), part of a larger pilot curriculum being tested in Scottish primary schools. This preliminary evaluation reports on the overall effectiveness of the MESP by identifying a range of achievements and successes, the ways in which attendant problems were solved as they arose, and the changes which…

Examines the increasing cooperation between business and education in Australia, discussing some of the initiatives put forth by business leaders and educators. Initiatives undertaken by Deakin University have included a wide range of projects, courses, publications, and associations designed to improve understandings between business and early…

Examines the rationale for the introduction of Economic and Industrial Understanding (EIU) as a component of the elementary and secondary curriculum in the United Kingdom, as well as some of the problems, opportunities, and challenges afforded by this curricular initiative. (Author/MDM)

Examines five important issues in the field of economic and industrial understanding (EIU): the need to define "industry" and "economic" in an educational context; the importance of EIU in primary schools; key elements of an EIU program in schools; EIU and its relation to preservice teacher training; and EIU and its relation to…

Through the first-hand experiences gained from out-of-school visits in which they observe and talk with adults in the workplace, and through gaining elementary rules of exchange via classroom simulations, young children can develop a rudimentary understanding of the complexities of commerce and trade. (MDM)

Reviews some issues which arise when interviewing young children about adult work, and describes the procedures followed in and some of the initial findings of a study of three- to eight-year-old London children's attitudes and understandings of their parents' work. (MDM)

Examines some of the ways in which young children learn about aspects of economics and industry, and discusses some of the reasons that have been advanced in the United Kingdom for the encouragement of this learning. (MDM)

Examines some of the questions faced by primary school teacher trainers in the design of programs of study for student teachers that provide a framework for economic and industrial understanding. Considers whether classroom teachers can incorporate this framework into the primary school curriculum. (MDM)