Financial literacy in school. Financial literacy project “Little economist Algorithm for protecting the financial literacy project

Municipal Autonomous educational institution

"Average comprehensive school №8

Labytnangi, Yamalo-Nenets Autonomous Okrug

Project

"Mopeu&I"

Terzi E.G., primary school teacher,

economist

2016

Justification of the relevance of the project topic…………………………………..

Design object………………………………………………………

Subject of design………………………………………………………..

Design hypothesis…………………………………..

Goals and objectives of the project……………………………………………………………

Expected results………………………………………..……………………………..

Action plan for project implementation………………….

Justification of the relevance of the project topic

The approximate basic educational program of general and secondary education includes modules on the basics of financial literacy. In this regard, in the 2016-2017 academic year, many Russian schools will begin financial literacy classes aimed at solving applied problems of everyday life. It is expected that interest in new topic will grow, stimulating the development of both special educational programs on financial literacy and individual modules included in existing subjects school curriculum. This project is a response to the challenge of time. Its relevance has become ripe given the fact that, for the most part, the older generation did not have the opportunity to gain practical knowledge in the field of finance and pass on experience to their children and grandchildren. The modern generation of Russian youth in a market economy is in dire need of mastering basic skills of planning, saving and increasing, in other words, managing their personal finances.

main idea given innovative project

Children are our future, and we must instill in them the basics of financial culture, introduce them to the basic rules of personal financial planning and financial security, so that tomorrow it will be easier for them to enter adulthood, and for some, to decide on the choice of a future profession.

Design object:

financial literacy school for students in grades 1-11 in

secondary school.

Subject of design:

Formation of financial literacy of children as an important means of long-term improvement of the global financial system, an effective measure to improve the quality of life and financial security of the population and future generations of citizens through the creation of a school of financial literacy.

Design hypothesis: creation of a financial literacy schoolwill provide :

motivating schoolchildren to think about the financial aspects of their future,take a responsible approach to planning life cycle needs.;

improving the quality of knowledge in mathematics;

Goal and objectives of the project:

Target: develop and implement a financial literacy school model for schoolchildren,aimed at developing reasonable financial behavior and a responsible attitude towards personal finances, as well as improving consumer protection financial services.

Tasks:

Create a financial literacy school

Organizeevents aimed at increasing students' awareness of the Russian financial system, its structure, functions and tools.

To instill active financial behavior in students.

3. Expected results:

The opening of a financial literacy school will ensure

Nurturing personal financial security

It will promote self-determination of students in choosing a future profession.

Will ensure integration of subjects at school: mathematics and financial literacy lessons

Will ensure the creation and testing of new proprietary programs.

Will create comfortable conditions for organizing educational and extracurricular activities of students

Update the content of educational work;

Will ensure continuity in organization and content educational process in primary and secondary schools;

Action plan for project implementation

Events

Deadlines

Responsible

1

Project development

Model for creating a financial literacy school

"Mopeu&I"

September

2

Development of extracurricular activities programs on financial literacy

September

3

Organization of extracurricular activities

4

Conducting the autumn session of the Project

"Online FG lessons"

September

5

Conducting FG Days: business games, round tables, open classes

According to a separate schedule

7

Excursions to financial institutions

for the purpose of getting to know banking products and career guidance for schoolchildren

8

Participation in school intellectual competitions

Under contract

Economic education project “Financial literacy in primary school» developed within the framework of comprehensive thematic planning educational activities for children primary classes.

The project's activities are aimed at developing the necessary ideas about the financial component of a modern family and the organization of the material side of the surrounding space.

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Completed by: Kravets Ekaterina Aleksandrovna Primary school teacher MBOU secondary school No. 34 municipal budgetary educational institution with secondary 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 proper use 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.

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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 relevance of economic education at the present stage and social significance;
• principles of project implementation;
• goals and objectives of educational activities with children within the framework of the proposed project;
• timing and stages of project implementation;
• project management and support;
• expected results after implementation of project activities and project performance indicators;
• planned activities within the project;
• final provisions, prospects further development project.

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 and hinders development 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, a lack of understandable and accessible curricula and educational materials for all segments of the population, a lack of qualified teachers of the basics of financial literacy. This entails a lack or absence of skills and competencies required to effective management personal finance, making an informed choice of financial services, interacting 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 participation 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

Help preschool children form ideas about economic concepts: economics, needs, living standards, 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:

• To form the basics of financial literacy among preschoolers;
• Develop the basics of financial literacy of preschoolers through a variety of children's activities;
• Improve children's communication skills;
• Promote children's interest in professional activity adults.
• Develop the ability to creatively approach solving financial relationship situations through gaming activities.

Project participants:

• children of senior preschool age (5-7 years);
• group teachers;
• parents.

Project implementation timeline:short-term (within one week)

Project type: information-practice-oriented

Project stages:

Stage 1 – Organizational:

• studying reference, methodological, encyclopedic literature, collecting material necessary to achieve the goal of the project.
• informing parents about planning work with children on the “Little Financier” project.
• selection fiction for children on a chosen topic.
• selection necessary equipment and manuals for practical enrichment of the project.
• Creating a development environment on the topic.

Stage 2 – Practical:implementation of project activities in the form joint activities teacher with children. This is the use handouts in accordance with the theme of the project, 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

• Children acquire primary financial experience, learn to establish reasonable financial relationships in various fields life activity.

• Parents receive additional knowledge on educating children's financial literacy.
• Teachers will receive a system of work to develop children’s financial experience.

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:

• money “grows” if it is stored not in a bank - a piggy bank, but in the Bank;
• authoritative qualities of the owner: thrift, prudence, economy, hard work, but at the same time generosity, nobility, honesty, the ability to empathize, mercy, examples of patronage, mutual material assistance, support, etc.,
• rules of behavior in real life situations.

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. In classes, in a playful way, 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

1. Amend A.F., Salamatov A.A. Formation of moral ideas of preschoolers in the process of economic education // Kindergarten from A to Z. 2003. No. 4. p.55.

1. Anoshina L.M. Economic education of older preschoolers in the process of familiarization with new professions // Kindergarten from A to Z. 2003. No. 4. p.103.
2. Belokashina S.V. Economy and children. Proverbs and sayings // Preschool pedagogy. 2009. No. 7. p.8.
3. Preschoolers about economics: a guide for teachers of institutions providing preschool education / E.N. Tabih. – Minsk: Vysh. school, 2007. – 48 p.: ill.
4. Let's play economics: comprehensive classes, role-playing games and didactic games / author - comp. L.G. Kireeva. – Volgograd: Teacher, 2008. – 169 p.
5. Lushnikova E.V. How we play economics // Preschool teacher"TC SPHERE" M.; 2008. No. 11. p.75.
6. Smolentseva A.A. Introduction to the world of economics, or How we play economics: Educational and methodological manual, - St. Petersburg: “Childhood - Press”, 2001. – 176 p.
7. Smolentseva A.A. We introduce a preschooler to the basics of economics with the help of fairy tales. M.: ARKTI, 2006. – 88 p.
8. Smolentseva A.A. Problem-based game technology for economic education of preschoolers // Kindergarten from A to Z. 2003. No. 4. p.63.
9. Yagunova N.M. Introducing preschoolers to economics in creative types activities // Kindergarten from A to Z. 2003. No. 4. p.128.

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 must realize that cash 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 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 each 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.

• Talk to your children when you go shopping with them.
• Take your child to the bank.
• Talk to your children about investing.
• Determine the norm for issuing money and give your child a piggy bank.
• Teach children to earn money.
• Help children identify a goal for which they will save money.
• Show your child how to use a credit card.
• Involve children in discussing the family budget and planning vacations.
• Teach children about donating to charity.
• Be an example for your child.

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”.
Rules: determine which concept - “want” or “need” - the object depicted on the card refers to, and paste the picture onto the corresponding panel.
TCO: cards depicting a house, clothes, food, water, cat, dog, bicycle, sweets, ice cream, car, doll, computer, TV, flowers, etc.; playing field.

Game "Buy a friend a gift"

Target: teach how to select coins of different denominations, which add up to the price of the gift.
Rules: choose a gift, determine the value and select the appropriate coins. The buyer is the one who pays the appropriate price for the product.
TCO: a card with “gifts” and price tags, coins of different denominations, pencils of different colors.

"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 money, shows advertising samples and 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: They 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:

• Learn to identify the main direction in which people use money.
• Reinforce the concept of family income and family budget.
• Expand knowledge about producers of goods and services
• Train children in solving economic problems.
• Cultivate respect and the ability to appreciate the work of adults.

Preliminary work:

• Stories from parents about the family budget and their professions.
• Conversation on the topic “Not everything is bought and sold”
• Organization of gaming activities: Role-playing games “Family”, “Library”, “Hospital”, “Hairdresser”, “Shop”, “Builders”...
• Reading fiction by V. Permyak “What are hands needed for”, V. Mayakovsky “Who to be?”, S. Marshak “Mail”, A. Tolstoy “The Adventures of Pinocchio”, K. Chukovsky “The Tsokotukha Fly”, etc.
• Learning proverbs on the topic
• Excursion to the store, post office, library.

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.

For many years they tried

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: We burst the ball under the 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 :

• As is the worker, so is his pay.
• The master's work is afraid.
• A small deed is better than a big idleness.
• It's not easy to make money, but it's easy to live.
• Those who love to work have something to be proud of.
• Labor feeds, but laziness spoils.
• Patience and work will grind everything down.
• You can’t even pull a fish out of a pond without difficulty.
• Who does not work shall not eat.
• Whoever sits on the stove does not eat rolls.

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)

• Who teaches you to read, write, so that you can become smart? Who will sell you cottage cheese, sausages and Whiskey for your beloved pussy?
• Who will nail your heel and insert the lock into your boot?
• Who checks tickets and kicks out ticketless people?
• Who sews a sundress from fabric for Tanya?
• Who can cure all diseases and knows what is more beneficial for whom?
• Who guards the borders and protects our sleep?
• Who teaches you to speak clearly and pronounce all sounds?
• Who flies into space in a fast rocket and sees the earth looking like a globe?

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.

At a round table within the framework of the Moscow Financial Forum, representatives of the Project of the Russian Ministry of Finance “Promoting the increase in the level of financial literacy of the population” and experts discussed the most effective practices for introducing financial literacy in public educational institutions.

The results of a study conducted by the NAFI Analytical Center jointly with the Russian Microfinance Center and the Citi Foundation in January-February 2018 indicate that 44% of Russians feel the need to improve the level of knowledge and skills in the financial sector, and in this matter 38% of respondents rely responsibility for state educational institutions. And now in the new academic year, schoolchildren will study financial literacy in a new capacity - as an element of compulsory subjects: social studies, literature, law, mathematics. Within the framework of the Project, educational programs and educational materials for schools, and already this academic year the regions will receive about 8 million copies of educational and methodological kits.

Ekaterina Lavrenova, an expert on educational programs of the Russian Ministry of Finance Project to Improve Financial Literacy, told the INMFO portal how financial literacy will be built into the curricula of modern schoolchildren.

Who will teach financial literacy in schools on an ongoing basis - where will the staff come from, who will train them and where?

Within the framework of the Project of the Ministry of Finance of Russia on the basis of leading Russian universities - National Research University " graduate School Economics", Faculty of Economics of Moscow State University and Financial University under the Government Russian Federation- methodological centers have been created for training school teachers, university professors, consultants and methodologists with a regional network throughout the country.

Thanks to the Project, about 19,000 teachers have now been trained in financial literacy - these are current teachers, university and secondary education teachers, and students of pedagogical specialties. By the end of 2019, more than 38,000 teachers will undergo training in financial literacy.

How will new practices for improving financial literacy be integrated into programs in these subjects that have been running for a long time and consistently, and will there be any retraining courses for teachers in these subjects with an emphasis on elements of financial literacy?

There are several approaches to introducing financial literacy topics into the school education system. The first is to introduce it as a separate subject, which is not yet entirely optimal, since there is often talk about the overload of children and the extreme saturation of the school curriculum. Therefore, the Russian Ministry of Finance chose two other options.

Ekaterina Lavrenova conducts public lesson on financial literacy with representatives of the World Bank at a Moscow school in January 2018

The Federal Law “On Education in the Russian Federation” allows schools to independently choose courses and programs for extracurricular activities and electives. This makes it possible to introduce financial literacy courses, but outside the compulsory program. Each school, region, municipality has the right to decide this themselves. There is educational and methodological potential for this: 17 financial literacy kits have been created for different ages. In addition, a lot of work is being done in Russia to introduce elements of financial literacy into federal state educational standards. In the subject “social studies”, such work has already been carried out, so the teaching and learning complexes (educational and methodological complexes) will be relevant for all schoolchildren in grades 8–9 and social studies teachers. In addition to social studies, special thematic modules have been prepared for such school subjects as: economics, law, basic safety and living standards (HSL), English language, geography and mathematics. Modules for history and computer science are being prepared for release.

During the Project, educational programs and teaching materials were developed for schools from 2nd to 11th grade. In 2018–2019 A unique circulation will be distributed in the regions - more than 8 million copies of educational and methodological kits on financial literacy.

These materials are available for free download on the official website of the Russian Ministry of Finance. Every training and metodology complex includes additional educational programs, materials for students, guidelines for teachers and informational and journalistic materials for parents. Professional retraining and advanced training programs for methodologists, tutors, and teachers operate on the basis of federal and regional methodological centers.

Elena Maltseva

Evgenia Korkunova
Financial Literacy Project " Little economist»

Goal: Promoting financial education and upbringing of preschool children, creating the necessary motivation to improve their financial literacy.

1) expand children’s knowledge about the origin of money, about what served as money for ancient people;

2) develop memory, attention, speech, stimulate the activity of children;

3) to cultivate ideas about the essence of such moral categories as economy, frugality and honesty.

Equipment, didactic material: drawing paper, felt-tip pens, paper and metal money (copies are possible, presentation “Money of the past, present and future.”

Technical teaching aids: laptop/computer, multimedia projector, screen.

Project duration: short-term

Type of project: creative - educational.

Project participants: children preparatory group; group teachers; workers kindergarten; parents.

STAGES OF WORK ON THE PROJECT.

Preparatory stage

During this stage, preliminary work is carried out:

1) Determining the goals and objectives of the project, collecting the material necessary to achieve the project goal,

2) Forecasting the result, drawing up a plan for joint activities with children, teachers and parents

3) Selection of materials and equipment for classes, conversations, role-playing games with children (illustrative, artistic and didactic)

4) Creation of a developmental environment, introducing games on the topic, didactic, role-playing.

Cooperation with parents (design of folders for parents on the topic of the project, selection of photos, literature. Conversations with parents about the need to participate in the project, about a serious attitude towards the educational process in the preschool educational institution.

Main stage

The tasks of this stage include the implementation of the main activities in the areas of the project:

Activities for working with children:

reading fiction,

watching cartoons and multimedia presentations,

excursions,

observations,

drawing,

applications,

didactic games.

1) Activities to work with teachers and parents:

use of handouts in accordance with the topic of the project,

use of multimedia presentation,

production of educational aids and attributes for games

The final stage

At the third and final stage, the results of the work are summarized:

1) Making an album “Shop”, a menu for “Cafe”, other material for role-playing games.

2) Design of a photo exhibition.

3) Involving parents in the role-playing game “Shop”.

Expected results of this project:

Preschoolers acquire primary economic experience, learn

establish reasonable economic relations in various fields

life activity;

Parents receive additional knowledge on the economic education of children;

Preschool educational institution will have generalized experience on this

Problems;

Teachers will receive a system of work to develop the economic experience of children.

1. “In the store” Purpose: To strengthen children’s knowledge about grocery stores.

2. “All professions are important” Goal: Consolidating knowledge about professions - seller, administrator, cashier, director and their responsibilities.

3. “Money” Goal: Continue to reinforce children’s knowledge about money.

Consultations for parents:

1. “We play together with the children.”

2. "Plot-role-playing games in the lives of children"

3. “Plot-role play as a means of all-round development of the child”

4. “Adults, children, play”

Artistic activity:

1. Making signs, checks, invitations to the opening of a store, plastic cards for the game “Shop”

1. Plot-role-playing game with parents “Supermarket”

ECD "Getting to know money"

Introduce children to money, what they used to have ancient man to our times;

Introduce children to money in denominations of 1,2,5,10 rubles, 1,5,10 kopecks;

Introduce the concepts: money, coin, bill, ruble, kopeck;

Learn to establish the relationship between coins and numbers;

To consolidate knowledge about the composition of a number from two smaller numbers and from units;

Learn to make various combinations from an existing set of coins;

Enrich your active vocabulary;

Progress of the event:

Voss: Hello, guys. Look who came to visit us?

Children: Cat.

Q: That’s right, this is the Scientist cat, he knows everything.

K: Hello guys. DO YOU like to solve riddles?

D: Hello

Q: Guys, what do you think the cat really likes to do?

Answer options.

D: Answer options.

K: Where do you and I pay with money?

D: Answer options.

K: We put them in the wallet,

Let's go to the store with them. (Money)

Q: That's right, guys. We wish we could get into the store, but we can get there with the help of one magic item. Which one do you think? (Tsvetik - seven-tsvetik) Guys, but we need to tear it off and say the magic words. They tear off and say the words. “TURNED OUT” in the ancient world.

K: Where do you think we ended up? We got to the ancient people. https://www.youtube.com/watch?v=Rw4gcroLNBw&t=138s

Q: Guys, what was the money in the cartoon?

D/n: “What happened when?”

Rules: Choose from several pictures what could be money.

Physical exercise: “Orange”

We shared an orange

There are many of us, but he is alone.

This slice is for the hedgehog,

This slice is for the swift,

This slice is for ducklings,

This slice is for kittens,

This slice is for the beaver,

And for the wolf. peel.

He is angry with us - trouble!

Run away in all directions.

Q: Guys, let’s remember which fairy tale the little flower is from?

What wishes did the girl have?

K: Could you do without the Flower? How could the girl's wishes be fulfilled?

Q: We went to buy groceries:

Milk, sour cream, fruit.

We carry everything to the checkout in a basket.

We're at the grocery store. Store

Q: What did the girl in the fairy tale wish for?

D: Dolls, steering wheels, bicycles.

K: Guys, let’s draw what the girl wished for.

Drawing with colored pencils objects that the girl wished for using a flower.

The scientist cat examines children's drawings.

"Excursion to the store"

Goal: Continue to introduce children to socially significant buildings

cities their destination is the “Products” store;

professions of people grocery store salesperson,

Excursion progress:

Q: Guys, today we will go on an excursion to the store. Let's remember how we can find out how much food or a toy costs?

children's answers

Q: Correct. There is always a price tag next to the product with the price written on it.

What can they sell to children?

Children's answers.

Q: Absolutely right, they can sell bread, milk, and candy to children.

What do we need to do when we take the goods?

D: Go with him to the checkout.

Q: What is the name of the person who sells food in a store?

D: Seller

Q: Yes, there is a salesperson in the store. In large stores like Victoria, there is a salesperson and a cashier works at the checkout.

Q: What do we do then?

That's right, take the goods and go to the cashier, pay the money, only then can you leave the store.

Where do you and I get money from?

Children's answers

Q: That's right, we go to work and get paid for our work. What professions do you know?

Excursion to the store

Q: Guys, what do we see in the store?

D: food, groceries, tea, etc.

Q: That’s right, you and I see products, so this store is called a grocery store.

Let's buy some marmalade. We have chosen the product. What should you and I do next?

D: Go to the checkout and pay.

B: We are leaving the store. Who remembers what money we paid with?

Q: Guys, whose mothers are already sending them to the store?

What do you think will help you buy everything you need in the store?

What can we do to avoid forgetting the items we need to buy?

Children's answers

Q: We must use money carefully so that it does not get lost.

Story-based role-playing game “Victoria”

Goal: consolidate children's knowledge