Is financial education needed in elementary school?

2020 ◽  
pp. 112-115
Author(s):  
D.S. Puspitarona ◽  
I. Abdulhak ◽  
Rusman
Keyword(s):  
Elementary School ◽  
Financial Education

scholarly journals Is it Important for Elementary School Students to Learn the Basics of Finance?

2021 ◽  
Author(s):  
Nur Anita Yunikawati ◽  
Magistyo Purboyo Priambodo ◽  
Emma Yunika Puspasari ◽  
Ni’matul Istiqomah
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Basic Education ◽  
Case Study Research ◽  
Financial Education ◽  
Financial Behavior ◽  
Basic Knowledge ◽  
Primary Data ◽  
School Students ◽  
Financial Profile

Financial education is very important at all levels of education, even at the level of basic education. The purpose of this study was to determine the importance of elementary school students mastering the basic knowledge of finance. This study was conducted from May to October 2019 at SDN 1 Gandusari, Blitar Regency, East Java Province, Indonesia, and used a qualitative case study research method. This study used primary data in the form of interviews, focus group discussions (FGD) and documentation. The findings revealed the financial profile of SDN 1 Gandusari students as well as the financial behavior of students in daily life. Based on the results, it is important for policymakers, academics and practitioners in the field of basic education to include their own curriculum for financial education for elementary school students. Keywords: elementary school student, learn, basics of finance

scholarly journals THE REPRESENTATIONS OF FINANCIAL EDUCATION AMONG ELEMENTARY TEACHERS IN ROMANIA: BETWEEN COGNITION AND CITIZENSHIP

2020 ◽  
Vol 13(62) (1) ◽  
pp. 47-56
Author(s):  
A. SAVARD ◽  
A. CAVALCANTE ◽  
D. CĂPRIOARĂ
Keyword(s):  
Elementary School ◽  
Elementary Teachers ◽  
Elementary School Teachers ◽  
Financial Literacy ◽  
Online Survey ◽  
Financial Education ◽  
School Teachers ◽  
Preliminary Results ◽  
Rational Arguments

This paper presents a study conducted with 83 Romanian elementary school teachers about their representations of Financial Education (FE) and the importance of teaching it in school. The teachers responded to an online survey about their perceptions and their needs to teach Financial Literacy (FL). The preliminary results show that most of the teachers recognize the importance of learning FL. Their rationale for the importance of financial education in schools range from rational arguments, to citizenships arguments with sociocultural arguments in between.

scholarly journals The Development of Value-Based Children's Financial Education Program and Evaluation of Effect : Focusing on the values of each area of personal finance of 1st to 3rd grade elementary school students

2021 ◽  
Vol 59 (4) ◽  
pp. 501-524
Author(s):  
Nam Joo Kang ◽  
Sang-Hee Sohn
Keyword(s):  
Elementary School ◽  
Education Program ◽  
Financial Management ◽  
Financial Education ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
A Value ◽  
Management Area ◽  
Experimental Group

In this study, a value-based children's financial education program was developed focusing on the values of each financial management area needed for children. According to 'quasi-experimental design - nonequivalent control group design', an experimental group and a control group were formed for children in the lower grades of elementary school, and a value-based child financial education program was executed, and then the program was applied to children's personal financial management. The effect on the value propensity for each area was evaluated. As a result of the quantitative evaluation, it was confirmed that the 8 values of the children in the experimental group were significantly improved compared to the children of the control group, so this program was effective in enhancing the values of each of the 8 areas of personal financial management needed for children. In addition, the children in the experimental group showed significant improvement compared to the children in the control group in the cognitive, justice, and psychodynamic levels of values. It has also been found to be effective in enhancing as a result of the qualitative evaluation, various positive changes were found in the cognitive, affective, and psycho-dynamic dimensions about the values of each financial management area for children. From a positive perspective, it was found that it plays a useful role in cultivating the values of each area of positive personal financial management.

scholarly journals Educação Financeira: entendimentos de inflação em uma turma de 9º Ano do Ensino FundamentalFinancial Education: inflation achievement in a 9th grade group from Elementary School

2019 ◽  
Vol 21 (2) ◽  
Author(s):  
Suziane Dias Almansa
Keyword(s):  
Elementary School ◽  
Financial Education ◽  
Grade Group ◽  
9Th Grade

Este artigo objetiva analisar entendimentos não matemáticos mobilizados por alunos do 9º Ano do Ensino Fundamental ao desenvolverem tarefas sobre a noção de inflação. Para tanto, fundamenta-se nos pressupostos da Educação Financeira Escolar enfatizando dimensões social, familiar e pessoal (SILVA; POWELL, 2013) e nos princípios para o planejamento de um Ambiente de Educação Financeira Escolar (MUNIZ JR., 2016). Adotam-se os pressupostos da pesquisa qualitativa, seguindo princípios da análise de conteúdo e se toma como base cinco tarefas que abordam a temática a partir de discussões sobre custo da cesta básica e dos combustíveis. A partir da análise dos dados produzidos foram sistematizadas quatro categorias, a saber: entendimentos gerais e correlatos de inflação, inflação de custo, inflação de demanda e inflação inercial.

scholarly journals TEACHING FINANCIAL LITERACY IN PRIMARY SCHOOL STUDENTS: INTERNATIONAL EXPERIENCE

2021 ◽  
pp. 81-87
Author(s):  
Viktoriia Andriichuk
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Financial Literacy ◽  
Financial Education ◽  
International Experience ◽  
Educational Process ◽  
Theory And Practice ◽  
School Students ◽  
The World ◽  
Human Skills

The article is devoted to international experience in teaching financial literacy in elementary school students. The state of research is analyzed in the theory and practice of elementary education. This article reacts to the current situation in our society and the need for financial education in schools. The modern world requires financial and economic literacy. The essence of the concept and importance of financial literacy is considered. Appearances of scientists to interpret the concept of «financial literacy» are revealed. The author proposes an actual definition of financial literacy, which is understood as human skills to dispose of their own funds, possessing the basic financial knowledge, which will rationally take financial decisions. An analysis of international experience in teaching financial literacy and organization of educational process aimed at developing financial skills of elementary school students is carried out. Financial literacy and financial education are not new categories for the world experience of young education. The number of countries that implement financial literacy programs increases annually. So, in Europe there are more than 180 such programs. The study showed that it is extremely important to include financial literacy in the educational process in the elementary school an important role in learning students of the elementary school of financial literacy play relevant programs developed by ministries of finance, national banks, public organizations, charitable foundations, etc. that exist in different countries of the world (USA, Great Britain, Netherlands, Turkey and others). The author concludes that there is a need for mastering young competencies in various types of financial activity due to the peculiarities of the development of Ukrainian society. From these grounds for key competencies that should form into school students, financial literacy includes.

scholarly journals Educação financeira: contextualizando e dialogando com conceitos matemáticos no ensino fundamental

2019 ◽  
Vol 3 (2) ◽  
pp. 419
Author(s):  
Wilma Pereira Santos Faria ◽  
Maria Teresa Menezes Freitas
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Elementary School Students ◽  
Qualitative Methodology ◽  
Financial Education ◽  
School Students ◽  
Mathematical Concepts ◽  
Critical Mathematics ◽  
Education Workshop ◽  
Critical Mathematics Education

Resumo: Este estudo trata de um relato de uma oficina sobre Educação Financeira que teve como objetivo aproximar os estudantes do ensino fundamental de conceitos financeiros a partir da contextualização, da reflexão de situações sugeridas e de organização orçamentaria. Buscou-se responder a seguinte questão: Quais são as possibilidades de aprendizagem sobre a Educação Financeira no 9º ano do ensino fundamental no âmbito de uma oficina escolar? A luz da metodologia qualitativa buscou-se estudar as potencialidades das tarefas propostas na oficina. Os resultados observados apontam a contuibuição proveniente de reflexões a respeito de temas monetários com alunos do ensino fundamental. Palavras-chave: Educação Financeira; Ensino Fundamental; Educação Matemática Critica. Financial education contextualizing and dialoguing with mathematical concepts in elementary school Abstract: This study refers to the outcome of a Financial Education workshop with the objective of bringing the elementary school students closer to financial concepts from contextualization, reflection on suggested situations and budget organization. We sought to answer the following question: What are the possibilities for learning about Financial Education in the 9th year of elementary school within a school workshop? The study based on qualitative methodology and aimed to study the potential of the tasks of this workshop. The observed results point out how constructive it is to propose reflections on monetary issues for elementary school students Keywords: Financial education; Elementary School; Critical Mathematics Education.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

An Approach to Mainstreaming Language-Disabled Children in the Elementary School

1978 ◽  
Vol 9 (1) ◽  
pp. 17-23
Author(s):  
Karen Navratil ◽  
Margie Petrasek
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Oral Language ◽  
School Age Children ◽  
Montgomery County ◽  
Elementary School Age ◽  
Language Classrooms ◽  
Language Pathology ◽  
General Goal ◽  
Resource Program

In 1972 a program was developed in Montgomery County Public Schools, Maryland, to provide daily resource remediation to elementary school-age children with language handicaps. In accord with the Maryland’s guidelines for language and speech disabilities, the general goal of the program was to provide remediation that enabled children with language problems to increase their abilities in the comprehension or production of oral language. Although self-contained language classrooms and itinerant speech-language pathology programs existed, the resource program was designed to fill a gap in the continuum of services provided by the speech and language department.

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