Project to develop financial literacy. Project “Creating a school educational environment to improve financial literacy of junior schoolchildren. Excursion to the store
Ministry of Education and Youth Policy Stavropol Territory
State budgetary professional educational institution
"Pyatigorsk College of Trade, Technology and Service"
(GBPOU PTTTiS)
SOCIAL PROJECT
"FINANCIAL LITERACY"
Project Manager
CHROMATIDI K.M.
2016
Project abstract
A social project is a way of expressing the idea of improving the state of society in the language of specific goals and objectives, measures and actions to achieve them, as well as a description of the necessary resources for the practical implementation of the plan and specific deadlines for the implementation of the described idea.
Relevance
IN modern world More and more attention is being paid to personal financial practice, namely financial literacy. In many countries, projects to improve financial literacy are being implemented at the national level. In our country, such proposals are put forward, and the state does not stand aside. At the moment, a number of programs are being implemented: “State program for increasing financial literacy in the Russian Federation”, “Financial culture and security of citizens”, “Project of financial education in Russia “Increasing financial literacy of the population with low incomes “Plan your future”” and others. The development of this area is mainly due to the fact that financially literate people are more protected from financial risks and unforeseen situations. They can be more responsible in managing personal finances, as well as increase their level of well-being through rational distribution of expenses and budget planning.
The development of a modern market economy presupposes widespread participation of the population in long-term funded pension, insurance and mortgage schemes, which help solve many issues regarding pension savings, social insurance, education and housing.
Active savings behavior of the population, the use of savings and insurance instruments presupposes a sufficient level of financial literacy, which allows citizens to actively interact with financial institutions. Recently, there has been an increase in the role of personal responsibility for financial decisions against the background of the expansion of financial market offers, the general growth of incomes and savings of the population, which makes the problem of increasing financial literacy even more urgent.
Increasing financial literacy contributes to an increase in the quality of financial services and expands the ability of citizens to use financial services more effectively.
The relevance of this project is confirmed by a sociological survey conducted in September of this year among first-year students of the State Budgetary Educational Institution of PTTTS on the topic: “Assessing financial literacy.” From the survey results, we can conclude that about half of the students consider themselves financially literate people and monitor their personal expenses. But there remains the other half, which needs clarification of various kinds of financial issues. Thus, this once again proves the need to introduce a special course on financial literacy.
Target project: development, testing, implementation and implementation of a set of educational activities with the aim of actively involving young people in issues of improving financial literacy.
1. Study the need and opportunity of students to improve their financial literacy.
2. Study the offers and structure of services in the field of financial literacy on educational market.
3. Develop financial literacy lessons for different groups of the population.
4. Conduct a trial cycle of financial literacy classes for schoolchildren in grades 7-9 and grades 10-11.
5. Based on the test results, taking into account all the shortcomings, conduct classes in orphanage No. 32.
6. Formulate conclusions and suggestions on ways and options for increasing the financial literacy of the population.
Project target groups:
This project is aimed at children from.
Within the framework of the program for orphans, the most pressing issues are personal financial planning, educational loans and bank deposits.
Within the framework of the developed program for pupils of orphanage No. 32, issues on personal financial planning, network marketing and financial pyramids, and banking products are considered.
Project implementation timeframe
Reducing financial risks;
Increasing the level of financial literacy;
Opening a section on the technical school website;
Interregional exchange of experience between participants in the club program;
Expected results of the project:
Creation and implementation of new leisure and;
Personnel training in the field of “Financial Literacy”;
Increasing the number of students taking part in financial literacy competitions;
Increasing the number of orphans who have the opportunity to receive affordable, high-quality additional education services;
An increase in the proportion of teachers interested in the work of the financial literacy club;
Implementation of this project in other educational institutions;
Possibility of cooperation with higher professional institutions;
Exchange of experience with other educational institutions;
Prospects for project implementation.
Possible creation of a virtual club on financial literacy;
Involving students in design and research work on financial education;
Searching for like-minded people, establishing connections with other educational institutions of the city, prompt exchange of experience in order to create a unified educational and educational space;
Creation of the club's press center;
Final position.
As a result of the implementation of the project, the student’s communicative culture increases, which is a very important component in the formation of the student’s consciousness. There is a decrease in the number of thoughtless financial investments, as well as an increase in the share of financially literate population will contribute to the development of the financial market, the influx of investment from citizens, improving the quality of products and services offered, the development of small and medium-sized businesses, and employment.
To do this, you need to start studying the financial market as early as possible, improve financial literacy, gain practical skills in managing personal finances, be able to draw up your personal financial plan, learn the art of saving and investing; it is necessary to form strong views that financially literate people are more protected from financial risks and unforeseen situations. They are more responsible in managing personal finances and are able to increase their level of well-being by distributing available financial resources and planning future expenses.
The skill of resolving financial issues, successfully applied at club meetings, can be continued in other life situations in the future. This is why it is so important to teach behavior in financial decisions to all participants. educational process, because in the future the club’s experience can be applied at the city, region and country level.
Questionnaire
Research topic: “Assessing financial literacy.”
A survey is being conducted to identify students’ needs for financial literacy. Please answer a few questions. We ask you to take part in our survey because the opinion of each of you is important to us. It is possible that some of the answers may be useful for you.
The questionnaire is anonymous, i.e. you do not need to write your name.
Rules for filling out the questionnaire: circle the answer that you think most closely matches your opinion. Thank you in advance for your work. Filling out the questionnaire will take you 5-7 minutes.
1. Please tell me, do you keep track of your expenses?
1. Yes, I keep track of expenses.
2. No, I don’t keep records.
3. I find it difficult to answer
2. Please tell me what questions about the financial market do you especially need now?
1. Banking services, in particular obtaining an educational loan.
2. Consultations on personal budget planning.
3. Consultations on housing issues.
4. Functioning of the pension system.
5. Taxation of personal income and receipt for education.
6. Other (write)_________________________
7. I find it difficult to answer.
3. Please tell me, do you consider yourself a financially literate person?
2. Most likely yes.
3. Probably not.
5. I find it difficult to answer
4. Please tell me, do you need to improve financial literacy?
2. Most likely yes.
3. Probably not.
5. I find it difficult to answer.
5. Please tell me, is it necessary to study the basics of financial literacy at school?
2. Most likely yes.
3. Probably not.
5. I find it difficult to answer.
6. Please tell me in what form is it necessary to study the basics of financial literacy at school?
1. In the form of extracurricular activities.
2. In the form of elective courses.
3. We need classes on financial literacy as part of the subject “economics”.
4. A separate subject “Basics of Financial Literacy” is required in the program.
5. Needed educational programs carried out by the main participants of the financial market (Pension Fund, insurance companies, banks).
6. I find it difficult to answer.
The "My Budget" project is intended to work with students in grades 2-4. It can be used as part of the study of intra-subject modules (in mathematics we have the module “Tasks of the Gnome Economist”) or in extracurricular activities.
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Federal State Budgetary Educational Institution
higher education
"Russian Academy of National Economy and Public Administration
under the President Russian Federation»
Western branch of RANEPA
Project
"My budget"
Developers of the pedagogical project:
Gorbunova Elena Vladimirovna
Suslova Irina Nikolaevna
Senior methodologist RMC L. L. Karama
Kaliningrad
2017
Explanatory note
The project is dedicated to analyzing your budget, studying ways to save and putting them into practice.
The project is long-term, research, individual,
by profile - interdisciplinary;
content - financial literacy;
by type of design object: practice-oriented.
Project rationale:In the conditions of modern Russia, schoolchildren are often faced with the impossibility of getting what they want.: Parents do not have enough money to buy all the goods their children need. Therefore, it is necessary to teach students how to budget and plan purchases.
Relevance of the projectbut lies in the fact that every person should be able to manage their finances rationally and competently.
Objective of the project: developing in students the ability to keep track of expenses and income, skills in drawing up a basic budget
Tasks:
1. Introduce/consolidate the concepts of “budget”, “income”, “expenses”, “deficit”, “surplus”, “savings”
2. teach how to keep track of income and expenses in the process of independently drawing up a basic budget
3. introduce to the constant growth of needs and limited opportunities
4. instill in students a thrifty attitude towards the budget
Target group: students of grades 2-4 (8-10 years old)
Project duration: 3 months
Planned results:
Personal:
- student's readiness for self-development
- formation of motivation for purposeful activity
- ability to set goals and make life plans
Metasubject:
Cognitive:
- ability to set oneself learning task,
- the ability to choose methods and find information to solve it and
- structure the acquired knowledge;
- establish cause-and-effect relationships,
- the ability to formulate a problem and find a way to solve it;
Regulatory:
- planning - drawing up a plan and sequence of actions;
- forecasting - anticipating the result
- correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the actual action and its result;
- assessment - highlighting and awareness by the student of what has already been done and what still needs to be done
- self-regulation as the ability to mobilize strength and energy, to volitional effort
Communicative:
- the ability to enter into dialogue and conduct it, taking into account the peculiarities of communication with various groups of people,
- prove your opinions;
Subject:
- understanding of the basic principles of the economic life of society: an understanding of the role of money in the family and society, the causes and consequences of changes in family income and expenses, understanding and correct use of economic terms;
- mastering techniques for working with economic information, its comprehension; carrying out simple financial calculations.
- acquiring knowledge and experience in applying acquired knowledge and skills to solve typical problems in the field of family economics: knowledge of sources of income and areas of family expenses and the ability to draw up a simple family budget;
The project participants are primary school students, therefore the description of the desired and actual situation, identification of contradictions, analysis of the problem, goal setting, analysis of ways to achieve the goal and planning of the project steps is carried out under the guidance of the teacher. In addition, parental assistance is needed in completing the project.
Stage I (search)
A lesson is held in which the teacher talks about how every student can do a project on financial literacy. He talks with them and motivates them to discuss the following questions:
Do students have a desire to buy any goods?
Can parents always make this wish come true?
Would they like to help parents solve this problem?
As a result of the conversation, students who want to participate in the project are identified. Each of them tells what specific thing he wants to have and why.
A hypothesis is put forward: can you buy it yourself?
Based on this, the goal of the project is formulated:Plan your personal budget so that you can buy the item you want.Moreover, each participant has his own goal (roller skates, bicycle, smartphone, etc.)
Stage II (analytical)
- To achieve the goal, the teacher asks students to determine what kind of skates/bicycle/smartphone the student wants and how much they cost. To do this, you need to visit several stores and compare the products in them. The teacher gives the children tables to fill out. (Annex 1)
During the week, students (together with their parents) collect, systematize and analyze the necessary information and evaluate the results of this stage of work.
- It is necessary to predict what income the student will have during the project. To do this, the teacher also gives the children tables to fill out together with their parents. (Appendix 2).
- Comparison of upcoming income and expenses.
Using materials provided by the teacher (Appendix 3), students and their parents compare their income and expenses.
- With the help of a teacher or parents, students think through ways to save money, opportunities for additional income, and draw up an action plan for the near future.
Stage III (practical)
At this stage, students implement the planned steps and perform ongoing monitoring. The teacher observes, monitors compliance with the time frame of the stages of activity, and, if necessary, advises students.
Stage IV (presentation)
Students bring their purchases or photographs of them.
Stage V (control – reflection of activity).
The student records the weaknesses of working on the project, indicates the strengths, formulates the reasons for successes and failures (difficulties) in working on the project, and suggests a way to overcome the difficulties (avoiding failures) that he encountered while working on the project.
Forms and system for evaluating results
Work on the project ends with a summary: whether you were able to achieve your goal or not, whether the hypothesis was confirmed, whether you are satisfied with your work. To do this, all students present their projects. Some students have very interesting and entertaining projects. From which you can select for yourself certain rules shopping and saving. But there are also students who did not cope with the task. It is very important to listen to them and understand the reason. The guys, after listening to each other, are sure to share their opinions. And together they develop reminders: “Saving the family budget” and “How to earn and save money”
You can voice plans for the future.
It is important to note that the stages of project protection completely coincide with the stages of development, differing only in conciseness, accuracy and conciseness.
Educational and methodological support
- Savitskaya, E. V. S13 Financial literacy: curriculum. Professional training / E. V. Savitskaya. - M.: VITA-PRESS, 2014. - 16 p. ( Additional education: Series “Learning reasonable financial behavior”).
- Savitskaya, E. V. S13 Financial literacy: guidelines for the teacher. Professional training / E. V. Savitskaya. - M.: VITA-PRESS, 2014. - 144 p. (Additional education: Series “Learning smart financial behavior”).
- Savitskaya, E. V. S13 Financial literacy: materials for parents. Professional training / E. V. Savitskaya. - M.: VITA-PRESS, 2014. - 64 p. (Additional education: Series “Learning reasonable financial behavior”).
- Savitskaya, E. V. C13 Financial literacy: materials for students in basic vocational training programs / E. V. Savitskaya. - M.: VITA-PRESS, 2014. - 224 p., ill. (Additional education: Series “Learning reasonable financial behavior”).
Internet resources:
Website of the magazine "Family Budget" - http://www.7budget.ru ;
Logistics and technical support
computer
calculator
presentation
Applications
Appendix No. 1
No. | Shop | Price | Technological characteristics |
Appendix 2
No. | I plan to get | Sum |
Birthday gifts | ||
Money box | ||
Pocket expenses | ||
Total: | ||
All that remains is to save/earn: |
Appendix No. 3
No. | Coming | Consumption | Remainder |
https://accounts.google.com Slide captions:Project “My Budget” Project developers: Gorbunova Elena Vladimirovna Suslova Irina Nikolaevna Kaliningrad 2017 Advanced training program “Content and methods of teaching a financial literacy course to various categories of students” Regional methodological center for financial literacy Project location: MAOU __________________ Project duration: 3 months Project structure: Step 1. Explanatory note Step 2. Project content Step 3. Forms and system for evaluating results Step 4. Educational, methodological and logistical support In the conditions of modern Russia, schoolchildren are often faced with the impossibility of getting what they want: parents do not have enough funds to purchase all the goods that their children need. Therefore, it is necessary to teach students how to budget and plan purchases. The relevance of the project lies in the fact that every person should be able to manage their finances rationally and competently. Project idea The goal of the project: to develop in students the ability to keep track of expenses and income, the skills of drawing up a basic budget. Objectives: 1. Introduce/reinforce the concepts of “budget”, “income”, “expenses”, “deficit”, “surplus”, “savings” 2. teach how to keep track of income and expenses in the process of independently drawing up a basic budget 3. introduce the constant growth of needs and limitations opportunities 4. to instill in students a thrifty attitude towards the budget Goals and objectives of the project Stage I (search) A lesson is held in which the teacher talks about how every student can do a project on financial literacy. He conducts a conversation with them and motivates the discussion of the following questions: - Do the students have a desire to buy any product? - Can parents always make this wish come true? - Would they like to help parents solve this problem? As a result of the conversation, students who want to participate in the project are identified. Each of them tells what specific thing he wants to have and why. Then, together with the teacher, they define the problem: “I want to buy the thing I want, but my parents don’t have enough money for this purchase.” A hypothesis is put forward: can you buy it yourself? Based on this, the goal of the project is formulated: Plan your personal budget so as to buy the desired thing. Moreover, each participant has his own goal (roller skates, bicycle, smartphone, etc.) Contents of the project Stage II (analytical) 1. To achieve the goal, the teacher asks students to determine what kind of skates/bicycle/smartphone the student wants and how much they cost. To do this, you need to visit several stores and compare the products in them. The teacher gives the children tables to fill out. (Appendix 1) During the week, students (together with their parents) collect, systematize and analyze the necessary information and evaluate the results of this stage of work. 2. It is necessary to predict what income the student will have during the project. To do this, the teacher also gives the children tables to fill out together with their parents. (Appendix 2). 3. Comparison of upcoming income and expenses. Using materials provided by the teacher (Appendix 3), students and their parents compare their income and expenses. 4. With the help of a teacher or parents, students think through ways to save money, opportunities for additional income and draw up an action plan for the near future. Project content No. Store Price Technological characteristics Applications Application No. 1 No. I plan to receive Amount Birthday gifts Piggy bank Pocket expenses Total: Remaining to save/earn: Appendices Appendix 2 No. Income Expense Balance Appendix Appendix No. 3 Stage III (practical) At this stage, students implement the planned steps and perform ongoing monitoring. The teacher observes, monitors compliance with the time frames of the stages of activity, and, if necessary, advises students. Stage IV (presentation) Students bring their purchases or photographs of them. Project content Stage V (control – reflection of activity). The student records the weaknesses of working on the project, indicates the strengths, formulates the reasons for successes and failures (difficulties) in working on the project, and suggests ways to overcome the difficulties (avoid failures) that he encountered while working on the project. Project content Work on the project ends with a summary: whether you were able to achieve your goal or not, whether the hypothesis was confirmed, whether you are satisfied with your work. To do this, all students present their projects. Some students have very interesting and entertaining projects. From which you can identify certain shopping and saving rules for yourself. But there are also students who did not cope with the task. It is very important to listen to them and understand the reason. The guys, after listening to each other, are sure to share their opinions. And together they develop reminders: “Saving the family budget” and “How to earn money and save money.” You can voice plans for the future. Forms and system for evaluating results Educational, methodological and logistical support Savitskaya, E. V. S13 Financial literacy: curriculum. Professional training / E. V. Savitskaya. - M.: VITA-PRESS, 2014. - 16 p. (Additional education: Series “Learning reasonable financial behavior”). Savitskaya, E. V. S13 Financial literacy: methodological recommendations for teachers. Professional training / E. V. Savitskaya. - M.: VITA-PRESS, 2014. - 144 p. (Additional education: Series “Learning smart financial behavior”). Savitskaya, E. V. S13 Financial literacy: materials for parents. Professional training / E. V. Savitskaya. - M.: VITA-PRESS, 2014. - 64 p. (Additional education: Series “Learning reasonable financial behavior”). Savitskaya, E. V. C13 Financial literacy: materials for students in basic vocational training programs / E. V. Savitskaya. - M.: VITA-PRESS, 2014. - 224 p., ill. (Additional education: Series “Learning smart financial behavior”). Internet resources: Website of the magazine “Family Budget” - http://www.7budget.ru; - http://fingramotnostvshkole.rf/ - http:/ / your finances. RF / - http:/ / fingram39.ru/ - http:/ / I want to know. RF / - http:/ /39 .rospotrebnadzor.ru/ 408/ - http:/ / www.hse.ru/ Materials and technical support computer calculator The economic education project “Financial literacy in primary school” was developed as part of comprehensive thematic planning of educational activities for children primary classes. Project activities are aimed at developing the necessary ideas about the financial component modern family, organization of the material side of the surrounding space. Download:Preview:Preview:To use presentation previews, create a Google account and log in to it: https://accounts.google.com Slide captions:Completed by: Kravets Ekaterina Aleksandrovna Primary school teacher MBOU Secondary School No. 34 municipal budget educational institution with middle comprehensive school No. 34 of the city of Novoshakhtinsk PROJECT “Financial literacy in primary school” Primary school teacher MBOU secondary school No. 34 Kravets Ekaterina Aleksandrovna Explanatory note The project is devoted to analyzing your budget, studying ways to save and putting them into practice. The project is long-term, research, individual, cross-disciplinary in profile; content - financial literacy; by type of design object: practice-oriented. The relevance of the topic of the project is that every person needs to be able to rationally and competently manage their finances. The goal of the project: to develop in students the ability to keep track of expenses and income, skills in drawing up a basic budget Objectives: 1. To introduce the concepts of “budget”, “income”, “expenses”, “deficit”, “surplus”, “savings” 2. To teach how to keep track of income and expenses in the process of independently drawing up a basic budget 3. To introduce constant growth needs and limited capabilities 4. Instill in students a thrifty attitude towards the budget Planned results: Personal: student’s readiness for self-development; formation of motivation for purposeful activities; the ability to set goals and make life plans. Subject: understanding the basic principles of the economic life of society: an idea of the role of money in the family and society, the causes and consequences of changes in family income and expenses, understanding and correct use of economic terms; mastering techniques for working with economic information and understanding it; carrying out simple financial calculations. acquiring knowledge and experience in applying acquired knowledge and skills to solve typical problems in the field of family economics: knowledge of sources of income and areas of family expenses and the ability to draw up a simple family budget; Meta-subject: Cognitive: the ability to set a learning task, the ability to choose methods and find information to solve it and structure the knowledge gained; establish cause-and-effect relationships, the ability to formulate a problem and find a way to solve it; Regulatory: planning - drawing up a plan and sequence of actions; forecasting - anticipating the result; correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the actual action and its result; assessment - the student’s identification and awareness of what has already been done and what still needs to be done; self-regulation as the ability to mobilize strength and energy, to exert volition. Communication: the ability to enter into dialogue and conduct it, taking into account the peculiarities of communication with different groups of people, to prove one’s judgments; Project result At the end of the project, a 4th grade graduate will clearly know such concepts as “budget”, “income”, “expenses”, “deficit”, “surplus”, “savings”, learn to keep records of income and expenses in the process of independent compilation basic budget, and will also be careful and properly manage your budget. 1st grade “I am in the world of money” September Lesson – game “We are business guys!” October Home accounting November Consumer basket December Excursion to the Pyaterochka supermarket January Currency different countries February “Travel to the Country of Economics” March Business game on-line “Forest Fair” April Round table “Financial ABC” May “Piggy Bank of Happiness” “We guys are business people!” "Home accounting" " Consumer basket" Excursion to the Pyaterochka supermarket Thank you for your attention! The project's activities are aimed at developing in preschoolers the necessary ideas about the financial component of a modern family and the organization of the material side of the surrounding space. The project provides for close contact between children, teachers and parents, which makes it easier for children to perceive new material. Download:Preview:CONTENTS Introduction……………………………………………………………………......p. 2 Relevance of the project……………………………………………………….p. 3 Goal, objectives of the project……………………………………………………………p. 4 Project participants………………………………………………………..p. 4 Project stages………………………………………………………………………………..p. 5 Expected results………………………………………………………...p. 5 Thematic plan for working with children…………………………………………..p. 6-7 Conclusion…………………………………………………………………………………..p. 8 References……………………………………………………………..p. 9 Appendix…………………………………………………………………...page. 10-20 Introduction The “Young Financier” financial literacy project includes the following information:
The project was compiled in accordance with the principles defined by the Federal State Educational Standard for Preschool Education (hereinafter referred to as the Federal State Educational Standard). The “Little Financier” financial literacy project was developed for the purpose of financial education for older children. preschool age within the framework of comprehensive thematic planning of educational activities. The project's activities are aimed at developing in preschoolers the necessary ideas about the financial component of a modern family and the organization of the material side of the surrounding space. The project provides for close contact between children, teachers and parents, which makes it easier for children to perceive new material. This project will be implemented with students from MOAU Secondary School No. 5 named after. K.N. Chubarova, Svobodny (preschool education) Relevance A low level of financial literacy negatively affects personal well-being and the financial potential of households, hinders the development of the financial market, slows down investment processes in the economy and leads to a deterioration in the socio-economic situation of the country. The problem is related to the fragmented nature of teaching the basics of financial literacy in educational organizations, lack of understandable and accessible curricula and educational materials for all segments of the population, the lack of qualified teachers of the basics of financial literacy. This entails a lack or absence of skills and competencies necessary for effective management of personal finances, making an informed choice of financial services, interaction with financial institutions, bodies and organizations that protect the rights of consumers of financial services. Financial education and economic education are a relatively new direction in preschool pedagogy. Numerous studies recent years indicate the need to introduce economic education from preschool age, when children receive primary experience of participating in elementary economic relations, they are introduced to the world of economic reality. The content of the project, in accordance with the Federal State Educational Standard for Education, ensures the development of the personality, motivation and abilities of children in various types activities and covers the following structural units, representing certain areas of development and education of children: social and communicative development; cognitive development; speech development; artistic and aesthetic development. Formulation of the problem To help preschool children form ideas about economic concepts: economics, needs, standards of living, money, goods, price in accordance with their age characteristics. Objective of the project: promoting financial education and upbringing of preschool children, creating the necessary motivation to improve their financial literacy. Tasks:
Project participants:
Project implementation timeline:short-term (within one week) Project type: information-practice-oriented Project stages: Stage 1 – Organizational:
Stage 2 – Practical:implementation of project activities in the form of joint activities between the teacher and children. This is the use of handouts in accordance with the theme of the project, the production of manuals for classes and attributes for games; reading fiction, watching cartoons (Lessons from Aunt Owl), presentations, conversations, excursions, didactic games, artistic creativity, problem solving, role-playing games, game situations, productive activities. Stage 3 – Final:Summing up the results of the project in the form of an intellectual and educational game “Travel around the Country Economy” Expected Results
Action plan for children's financial literacy Monday: Teacher's story about money, about the price of goods Demonstration of the presentation “The History of Money” Watching the cartoon “How an Old Man Sold a Cow” GCD “The house where money “lives”” Tasks: give initial knowledge about the bank (the bank accepts money for safekeeping, issues money to depositors, lends money). Material: comic book “Once upon a time there was money”, pictures depicting heroes. Game “Buy a friend a gift” [see. Appendix No. 2] Target : teach how to select coins of different denominations, which add up to the price of the gift. Tuesday: Reading the works of A. Romanov “Miracles in the Wallet”, K. Chukovsky “The Fly-Tsokotukha”. GCD "Family income" Tasks: introduce children to the individual components of family income: salary, pension, scholarship; clarify students’ understanding of the dynamics of income and expenses; develop memory, thinking, logic, attention; develop respect for people who earn money. Productive activity: making checks, bank cards for the S/R game “Supermarket”. D\i “Guess where they are sold” [see. Appendix No. 2] Target: Wednesday: "Presentation family budget" Role-playing game "Supermarket"; GCD "Journey of Money" D\i “What will they buy faster?” [see. Appendix No. 2] Target: Thursday: Solving the problem situation “I want and need” [see. Appendix No. 2] Presentation “Educational route “ATM”” Productive activity: making crafts for the fair D\I “Who works, who plays” [see. Appendix No. 2] Target: consolidate children’s ideas about the difference between work and play activities (work - non-work) Friday: Discussion with children “Good - bad” - on the topic “About product advertising” [cm. Appendix No. 2] Watching the cartoon “Barboskins and Advertising.” Game situation “Advertising company” - children choose a product and advertise it with the aim of selling it. “Craft Fair” - learn to set your own price, trying to sell the “product” at your own price. GCD “Travel to the Country of Economics” [see. Appendix No. 3] In the future, you can organize work with children in the following areas:
The most important effect that we expect from the implementation of this project is the beginning of interaction between children and parents in the field of personal finance. During classes in game form, through an interesting and educational story, children become familiar with complex financial concepts, and at home, together with their parents, complete financial literacy tasks. In classes, the teacher gives them knowledge, but children can only get the right skills in handling personal finances in the family. We expect that preschoolers will receive necessary knowledge, but parents will also be interested in issues of financial literacy. List of references used
Internet resources https://www.minfin.ru/ru/document https://dohcolonoc.ru/ http://e.stvospitatel.ru/ application no. 1 Why does a child need financial literacy? « If you want to be rich, you need to be financially literate." Robert Kiyosaki Parents, raising their child, try to give him the best. They send him to various clubs, teach him politeness, manners and much more, but the majority are completely irresponsible in approaching such an important issue as financial literacy. In order for the child to live a comfortable, prosperous life in the future, parents must explain to their children the following questions about money: 1. What is money 2. Where to get them 3. How to properly dispose of them If a child does not form the correct idea about money, then he will develop his own, often incorrect, opinion. Children should realize that money is earned through their own labor. Financial literacy is a special quality of a person, which is formed from a very young age and shows the ability to independently earn money and manage it competently. It is best to start learning how to handle money at the age of five, since from this moment the child is ready to start learning something new. Between 5 and 7 years It is necessary to introduce the child to the concept of work. The child must begin to understand that income is a result labor activity. A child needs to know what profession his parents do. It is important for your child to share the successes of your career. When a child starts school, he should already be able to shop. A school canteen can serve as a place for learning, so how it can clearly show what money looks like, the process of exchanging it and the moment of issuing change. Between 7 and 9 years old should be taught how to shop in large stores. The child needs to visually introduce such a concept as “Check”. You need to give him a little more money than he needs and send him to the store for some purchase, but with the condition that he must bring a receipt. A favorable outcome will be if the child brings the goods and the correct change. As a result, the change can be given to the child as a reward. At every stage of education, parents are required to exercise control. If a child makes a mistake, then aggression is not the answer. On the contrary, you need to help, but you shouldn’t do everything for him either, since he must develop independent decision-making. Explain to your child what money is and where it comes from. Instructions that should be followed so that the child understands what money is: First, children need to show coins and bills so that he can examine them carefully. While he is getting to know them, it is necessary to explain to him that goods are bought in stores for money; When a parent buys a toy for a child, you can put bills in the child’s hand so that he can pay for the purchase at the checkout. In this way, he will understand that things need to be paid for; The child needs to buy a small piggy bank and put coins in it, so he will not only understand the value of money, but also learn to store and save it; For a child to understand where their parents get their money, they need to talk about their work more often. Talk about what you do there, what benefits you bring and what successes you have. It is important to emphasize that for the work done, you receive a certain amount of money. When the child gets a little older, it is necessary to introduce him to credit cards and show him the procedure for withdrawing cash using an ATM; You should never use money as an incentive. If you do this, then the child will have the wrong idea about money, and he will most likely grow up financially illiterate, since for him money will not be a reward for work, but a tool for manipulating people; In order for a child to really understand what money is and how valuable it is in a family, it is necessary to show him everything by example. Let's say his toy breaks. No need to immediately run to the store and buy a new one. Let him understand that money is not unlimited and is earned through hard work.
Good luck to you in the process of developing financial literacy! application no. 2 Games with economic content Game “I want - I need” Target: introduce children to the diversity of needs and disabilities. Learn to determine the difference between “want” and “need”.
Target: teach how to select coins of different denominations, which add up to the price of the gift. "Who's doing what?" Target: expand children's knowledge about professions and work activities; to cultivate interest in new professions and respect for the work of adults. Rules: Children select tools (pictures) that are necessary for the work of people of those professions that are depicted in the plot pictures. TCO: cards depicting a profession (salesman, cook, cashier, artist, banker) and labor action (weighs goods, prepares food, draws, talks, counts out money, shows advertising samples, etc.). "Guess where they sell" Target: teach children to correlate the name of the store with the goods that are sold in it; develop the ability to generalize groups of objects. Rules: Establish a relationship between the name of the store and the goods that are sold in it. TCO: pictures depicting vegetables, fruits, furniture, shoes, etc. "A toy shop" Target: Give children the opportunity to practically carry out the buying and selling process; develop the ability to “see” a product: material, place of production, price (cost). Rules: The child counts out a certain amount of money and buys a toy. As toys sell out, the seller adds new ones. TCO: Various toys, price tags, trademarks, play money. “What will they buy faster?” Target: Develop the ability to establish a relationship between the quality of a product, its price (cost) and demand for it. Rules: The child is offered a pair of cards depicting identical products. Of the two items offered, the child chooses the one that will be bought faster and explains the reason for his choice. TCO: cards with images of high-quality and low-quality goods (a dress for a doll, one of them is missing several buttons); boots (one has no laces). "Monopoly" Purpose of the game: you need to earn the most money by the time one of the players goes bankrupt. To make money, you need to place your ticket booths on sectors of attractions and sell tickets (analogous to taxes) when other players find themselves on these fields. application No. 3 Abstract of the educational activity “Travel to the Country of Economics” Tasks:
Preliminary work:
Material: a flying carpet, a basket with puzzles, money coins, attributes for the game “Shop” (toys, price tags), cards depicting professions and their results of labor, pictures for the game “What is for sale and not for sale,” a large drawn wallet, Gena the Crocodile , Cheburashka, Rat Lariska, Shapoklyak (toys or pictures), musical accompaniment, multimedia equipment. Move Vs: Guys, today I invite you to take a trip through the country “Economy”. It's very interesting there. Want to? Children: Yes. Vs: What do you think you can take on a trip? Children: list types of transport. Vs: Tell me, what did the famous Old Man Hottabych travel on? Children: on a magic carpet. Vs: Let's take a trip today on the "airplane carpet" Vs: We fly over fields, over meadows, over wide rivers, forests. We arrived at the clearing. Look, a magic tree grows on it. Let's see what it has in store for us. There is an envelope under the tree with a letter in it. Now let's read it. "Hello guys! Mr. Economy is addressing you. In the country's economy, difficult trials await you. To walk along it you need to be smart, determined, skillful and not afraid of anything. Under my magic tree you will find tasks. Good luck! Gnome Economy" Vs: Guys, aren't you afraid of difficulties? Where could the tasks be? Here is a basket, and there are balloons in it, and the tasks are inside the balloons. We will pop the ball with the corresponding number and get the task.(Call the number, pop the ball) Vs: The first stop is called"Budget". Here we will talk about the budget. Guys, tell me, what is a family budget? Children: This is all the money that all family members earned. Music from the cartoon about Gen the Crocodile plays. Vs: Let's talk about the budget of Gena the crocodile's family. “Once upon a time the old woman Shapoklyak, the crocodile Gena, Cheburashka and the rat Lariska became friends and began to live together. And everything worked out for them. Crocodile Gena got a job at the zoo, got paid for it... what? Children: Crocodile Gena received a salary. Vs: Guys, who in your family receives a salary? Children: dad, mom, grandma... Vs: What do they get paid for? Children: for the work done(children read poetry) 1.The month has flown by Which I'm very happy about After all, my parents Salary due. 2. Payday has arrived Dad went to the store. Mom's wardrobe has been replenished, And I got a plane. Vs: Cheburashka studied at a flight school to become a pilot. Cheburashka was paid for her studies, what do you think? Children: Cheburashka was paid a scholarship for her studies (children read poetry) 1.Today is the first day, What I am very happy about: After all, he receives on this day My brother's scholarship... 2. I explained to my friends, Let all the guys know What, in essence, is a scholarship? Student salary. 3. Students for academic work The scholarship is awarded. Brother will buy a lot of books for himself, And I'll have ice cream! Vs: That's right, well done. The old woman Shapoklyak no longer worked, sat at home, ran the household and received from the State... What? Children: Old woman Shapoklyak receives a pension(children read poetry) 1.My grandfather and grandmother We worked hard. They tried for many years So we waited for pensions. From retirement, of course, grandfather Buy some delicious sweets. I always go to visit them I help as best I can. Vs: Right. One day the rat Lariska also came up with something to do. She began to grow flowers near the house. The flowers were of extraordinary beauty, a lot of them grew. At the family council, it was decided to sell flowers at the market. From selling flowers she received...what? Children: Selling flowers, old woman Shapoklyak received money Vs: Right. Do you think the income of Crocodile Gena’s family will be more or less if Lariska sells flowers? Children: income will be greater. Vs: All the money earned by Crocodile Gena’s family is his family’s income. Let's calculate how much his family's income is. (Children count to 10) (The entire story is accompanied by a display of pictures and putting coins into a common “wallet”) Vl: Well done guys, you did a good job. And now I propose to move on. (Children stand on a magic carpet and imitate flight to the music). Vs: Pop the ball number 2. Stop"Money". We'll talk about money there. Tell me, what do people get money for? Children: people get money for their work. V-l : What is money for? Children: buy groceries, pay rent, pay for treatment, pay for kindergarten, go to the cinema, go to a cafe, pay for transport fares Vs: That's right, well done. You all know what money is for. Now guess the riddle: Guess what it's called What money is being sold. It's not a wonderful gift But simply….(product) Vs: guys, tell me, can everything in the world be bought and sold? Children: No. Game “What sells, what doesn’t sell”[cm. Appendix No. 2] Vs: You did a great job, let's move on. (Children stand on a magic carpet and imitate flight to the music). Vs: The third stop is called"Labor" I want to please you that at this stop you will receive coins for your work, which will be useful to you. Hardworking people live in this country. And the gnome Economy is asking you to nameproverbs about work, which they came up with? (children receive coins for correct answers) Children :
Vs: Well done, you named a lot of proverbs. Guys, let's remember what professions there are. And for this we will playin the game "Riddles". (The teacher asks riddles, the children guess and receive coins)
Vs: Well done boys. I suggest playing the game “Who produces what?” [cm. Appendix No. 2](Children match the picture with a profession - its result of labor)The teacher draws the children's attention to the box. They open it, and it contains economic puzzles. (Children solve problems and receive coins for correct answers.) Vs: Well done, great job. We guessed all the riddles, solved the problems, completed all the tasks, and even earned money. And it's time for us to return to kindergarten. The teacher draws the children's attention to a beautiful box. They open it, and there is a letter in it, he reads it out "Guys! I congratulate you all! I am glad that you were not afraid of difficulties, went through all the tests, and helped each other. And as a reward for this, I have prepared for you this unusual chest with prizes.” (Encouraging children. Children fly away on a magic carpet to the music) and spend them in the “Shop” (Game “Shop”) Children correlate the number of coins with the price of the product and buy one item or several. Averina-Kutsenko Elena Vladimirovna, teacher of geography and economics, Lyceum No. 86 Game Banking System (PPTX, 1.64 MB) Project (PPTX, 191 Kb) Project 2: Income. Lesson of new knowledge, 5th gradeParfenova Elena Vladimirovna, teacher of history and social studies, Gymnasium No. 69 Financial literacy lesson 5th grade (DOCX, 20 Kb) Project 3: Money loves an account, or how to manage your wallet so that it is not empty. Lesson of new knowledge, 3rd gradeZarechneva Tatyana Nikolaevna, primary school teacher MBOU Secondary school No. 1 lesson finance (PPTX, 3.85 MB) financial literacy (DOCX, 53 Kb) Project 4: What is money and what are they? Extracurricular activities, grades 2-4Bolotova Lyudmila Ilyinichna, primary school teacher, Druzhbinsk Secondary School What is money-5 (PPTX, 322 Kb) Project 5: Let's take a closer look at money. Extracurricular activities, 2nd gradeBaklazhko Natalya Aleksandrovna, primary school teacher, Municipal Budgetary Educational Institution “Secondary School No. 113 named after Sergei Semenov” Lesson 2 Let's take a closer look at money (DOCX, 25 Kb) Project 6: How to save? Extracurricular activities, 2nd -3rd gradeAkenshina Larisa Alekseevna, primary school teacher MCOU "Trusovskaya secondary school" Savings (PPTX, 26.04 MB) Technological map of the lesson (DOCX, 23 Kb) Project 7: Family budget. Extracurricular activities, 6th gradeBulgakova Daria Alekseevna, teacher of history and social studies, Municipal Budgetary Educational Institution “Secondary School No. 50” Lesson project (PPTX, 1.52 MB) Project 8: Money: what is it? Lesson on discovering new knowledge, 8th gradeAfanasyeva Lyudmila Leonidovna, mathematics teacher, Gymnasium No. 3 Technological map money (DOC, 111 Kb) Financial Literacy (PPTX, 1.26 MB) Project 9: Tax system in the Russian Federation. Business game, 8th gradeBessonova Elena Vladimirovna, teacher of history, social studies, MBOU “Basic secondary school No. 15” Business game (DOCX, 35 Kb) Project presentation (PPTX, 808 KB) Applications (DOCX, 684 KB) Lesson development (DOCX, 28 Kb) Project 11: Money: what is it? Extracurricular activities, 8th gradeAvilova Natalya Nikolaevna, teacher of history and social studies, Municipal Budgetary Educational Institution “Lyceum No. 112” Project Money Courses 2016 (PPT, 1.68 Mb) Lesson project (DOCX, 27 Kb) Project 10: First money. Extracurricular activities, 2nd gradeBadulina Tatyana Grigorievna, primary school teacher, Secondary School No. 20 Lesson notes: first money (DOCX, 65 Kb) First money (PPTX, 1.82 MB) Project 15: Family budgetPrishchepa Vera Mikhailovna, teacher of the Romanovsky Center for Assistance to Children Without Parental Care Family budget (PDF, 409 KB) Presentation 1 (PPTX, 329 KB) Presentation 2 (PPTX, 1.45 MB) Project 16: Where is the money spent?Hartman Tatyana Evgenievna KGBU "Pankrushikha Help Center", Lesson notes (PDF, 306 Kb) Presentation: Where to spend money (PPT, 6.23 Mb) Game Economic Riddles (PPT, 4.84 MB) Project 17: What is money?Abasova Victoria Gennadievna (Zarinsk) Lesson notes (PDF, 369 Kb) Presentation (PPTX, 2.09 MB) Project 18: Family budgetLarikova S.A. MBOU "Secondary School No. 127", Barnaul Technological lesson map (PDF, 420 Kb) Lesson presentation (PPT, 1.43 MB) Project 19: What are taxes and why pay themRuf Yulia Aleksandrovna MBOU Neninskaya Secondary School named after. Hero of the Russian Federation Laisa A.V., Technological lesson map (PDF, 466 Kb) Taxes (PPTX, 1.90 MB) Project 20: Money: what is it?Maikopova Raisa Ivanovna MBOU "Gymnasium No. 80" Technological map of the lesson (PDF, 461 Kb) Presentation (PPTX, 1.21 MB) Project 21: Where does family money come from?Arkhipova Oksana Fedorovna MBOU "Zavyalovskaya Secondary School No. 1" Technological map of the lesson (PDF, 714 Kb) Presentation (PPTX, 2.43 MB) Project 23: Money: what is it?T.V. Zhukova, teacher of history and social studies, Verkh-Obskaya Secondary School named after. M.S. Share with friends or save for yourself:
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