The radical changes of an economic nature, taking place in Russia in the last decade, have determined the need of society for an economically literate person who is able to combine personal interests with the interests of society, business qualities - with moral ones, such as honesty, decency, and citizenship. Today, economic training has become necessary condition any expedient activity. If earlier economic problems were artificially pushed aside from the student and he sometimes stayed away from them until graduation from school, today life urgently requires that the student even primary school knew what needs and the limited possibilities for their satisfaction; knew how to make an informed choice; represented the purpose of money; understood what constitutes the budget of the family and school; what is the price of a product and what does it depend on; how wealth is created and what are its sources.

An integral element of economic education is the formation at an early age respectful attitude to the work of the people around and its results. The lack of economic education often manifests itself in the fact that children are careless not only about objects common use, but also to household items, personal belongings. From the first steps of learning, schoolchildren should realize that all the material and spiritual values ​​around them are created by the labor of many millions of people who have spent enormous efforts on this, and are called to serve for the good of people. Economic information will help schoolchildren to better understand the peculiarities of labor in industry, agriculture, in the field of trade relations, etc., to understand the importance of various professions.

Scientists of the Russian Academy of Education have developed an educational and methodological kit on economics for younger students. Economy as separate subject is studied from 1st to 4th grade, one hour per week. Hours are introduced at the expense of the school component. In the 1st grade, children start studying economics from the second half of the year (when they learn to read).

The main idea of ​​the authors of the kit is that the content of the educational material for elementary economic training should become the basis for further study of economics in basic school and provide for: the formation of the first ideas of children about economic needs and the possibilities of meeting them; familiarization with the most used economic terms and concepts; familiarizing with frugality, frugality; creating conditions for creative attitude to use all types of resources; the acquisition of basic economic knowledge and skills through inclusion in the economic life of the family, school, and immediate environment.

Students in grades 1 and 2 mainly deal with family economics; third-graders learn the economics of schools, school canteens, libraries, workshops, and the sphere of activity of fourth-graders is even wider - the economics of the local economy, enterprise, and native land.

The content of the program of the course of economics for primary schoolchildren

		Number of hours
	1. The need to study economics 2. Needs 3. Sources of satisfaction of needs	2 7 8
	1. The problem of choice 2. Money 3. Income and expenses 4. Buyer and Seller	8 7 10 9
	1. Labor 2. Property 3. Household 4. School facilities	8 7 8 11
	1. Local economy 2. The ability of the local economy to meet the needs of people 3. Local economy management

Another guiding idea of ​​the kit authors is that economic concepts should be introduced with great care in primary school. The principle of accessibility of the content of economic education makes it unnecessary to burden students with redundant, often secondary knowledge in economics. So, it is hardly advisable to introduce (and maybe even pronounce) such concepts as "liquidity", "quota", "marketing", "microeconomics", "monopoly", etc. in a mass primary school. Another group is made up of such economic concepts. , which the children may have heard or even used themselves (for example, declaration, inflation, employment, cost, etc.). These concepts, in our opinion, can be explained on an intuitive-constructive level and not to seek their exact definition from all children. And, finally, the third group is made up of concepts that must be mastered by all primary school graduates. This is a small number of specially selected, conceptual economic concepts that can be introduced already in the 1st grade at an accessible level, and then discussed and used in subsequent grades at a more "complex" level. The methodological manual, which is included in the set "Economics for primary schoolchildren", contains a detailed description of how a teacher can construct an explanation of the new and organize the activities of children in the development of economic information.

The system of basic economic concepts of the initial course of economics highlighted by us can be characterized as follows.

1. Needs, resources, choices, limitations... Starting from the 1st grade, children at a level accessible to them get acquainted with various types of resources (natural, economic, financial, etc.) and needs: physiological (in food, water, sleep, air, heat), in safety and health, in education, communication and respect, in the manifestation of interests, in self-realization (the highest in this hierarchy). At the same time, second graders become familiar with the needs, resources and choice problems existing in the family; third graders - at school; fourth-graders consider these concepts in the context of their region.

In considering the problem of limited resources, children realize the impossibility of meeting all human needs and the need to make choices when determining priorities and priorities. The development of children's economic thinking is facilitated by mathematical optimization problems with the questions "Is it enough?", "What is more profitable?" etc.

2. Labor, profession. The student deals with them from the 1st grade, gradually deepening his understanding. So, if in the 1st grade it is enough for a child to name the professions shown in the pictures, and in the 2nd and 3rd grades he is invited to imitate the actions of some professionals, then by the 4th grade he is already able to explore the world of professions of his hometown (region) ... Knowledge about the world of work, the division of labor, the economy of the immediate environment (schools, cities, regions) is also the most important component of these concepts.

At the same time, in the process of economic training of schoolchildren, it is important not only to increase the number of names of professions known to schoolchildren, but also to ensure a deeper study of them (the content of the profession, its prestige, working conditions, etc. and special in professions; definition of professionally important qualities of representatives of well-known professions).

3. Income, expense, budget, property, wealth... These concepts are introduced starting from the 2nd grade. When studying them, children form a view of people's work as the main source of income for families, enterprises, and the state, and develop the ability to analyze sources of income and the main directions of expenses. It is important to show children how they can participate in increasing family and school income and conserve available resources. It is necessary to form an idea of ​​wealth, embodied not only in monetary terms, but also in the wealth of nature, art, in the results of human labor. Speaking about property, it is important to focus on such concepts related to property as "mine", "ours", "someone else's".

4. Market, exchange, trade(including interregional - in the 4th grade), product, service... What is a product and how does it get to the store; why prices are different; what businesses and stores are doing to compete; why do we need advertising and packaging; what is the service sector, etc. - these are the questions that elementary school students can find answers to during excursions, business, simulation and role-playing games, performing creative assignments.

5. Money... Money as a means of buying and selling; ownership of money; the process of exchanging "money" for a product. Studying the concept of money, schoolchildren will learn about why money is needed, whether it is possible to do without it, whether all needs can be satisfied with the help of money; learn to use money, make elementary purchases.

In addition, when developing the course, the following were adopted as the starting points:

1. The thinking of younger schoolchildren has a specific character, therefore, those phenomena and concepts that children have encountered more than once in their lives are taken as a basis.

2. To activate the processes of education and training, various methods are used (story, play, analysis of situations, discussion, visual activity
and others), including children in specific educational activities.

3. Taking into account the emotional-figurative nature of cognition in younger students, tasks, texts, situations were used in which cartoon characters, well-known fairy tales, well-known to children act.

The educational-methodical set "Economics for primary schoolchildren" includes: a notebook of creative assignments for schoolchildren (hereinafter TTZ); methodological manual for the teacher (which, in essence, is a lesson development); collection of didactic materials "ABC of Economics". The notebook of creative assignments contains both assignments for individual creative work and material for organizing the collective creative activity of schoolchildren. In the manual, the authors offer the teacher not only ready scripts each lesson, but also additional material with which the teacher can easily prepare his development.

In general, the kit can be used for economic education of students in grades 1-4 in the lessons not only of economics, but also Russian language, mathematics, labor training and others. Features of the subject of economics are such that economic information is easily integrated with the material of the basic educational subjects of elementary school: Russian language, reading, mathematics, labor education, the world around, fine arts.

In this article, we present lesson planning and selected fragments of lessons on economics for the 1st and 2nd grades. The teaching aids contain detailed description the main aspects that the teacher needs to pay attention to when preparing for the lessons. Lesson planning, as well as fragments of lessons on economics in the 3rd and 4th grades will be discussed later.

Lesson planning of lessons in economics in the 1st grade

Section 1. The need to study economics

Lesson 1. What will we study?
Lesson 2. Why Study Economics?

Section 2. Needs

Lesson 3. Diversity of needs
Lesson 4. Needs for food, water, air and heat (physiological needs)
Lesson 5. The need for safety and health
Lesson 6. The need for education
Lesson 7. The Need for Communication and Respect
Lesson 8. Need for Expressions of Interest
Lesson 9. What do we know about the needs (test number 1)

Section 3. Sources of satisfaction of needs

Lesson 10. Resources
Lesson 11. Natural resources
Lesson 12. Economic resources
Lesson 13. Labor resources
Lesson 14. Production of goods
Lesson 15. Provision of services
Lesson 16. What do we know about the sources of satisfaction of needs (test number 2)
Lesson 17. Generalization of the results of the study by first-graders of the course "Economics"

Lesson planning for classes in economics in 2nd grade

Section 1. The problem of choice

Lesson 1. Opportunities to meet needs
Lesson 2. Limited resources
Lesson 3. Limited time
Lesson 4. Choice
Lesson 5. Profitable option
Lesson 6. What a person cannot do without
Lesson 7. I want and can
Lesson 8. The essentials in your home
Lesson 9. Test work

Section 2. Money

Lesson 10. What is money, its origin
Lesson 11. Why do you need money?
Lesson 12. People's Needs for Money
Lesson 13. Money in the family
Lesson 14. How and where is money kept
Lesson 15. Money in different countries
Lesson 16. Examination

Section 3. Income and expenses

Lesson 17. Family Income
Lesson 18. Your Contribution to Family Income
Lesson 19. Income of enterprises and the state
Lesson 20. Family expenses
Lesson 21. Expenditures of enterprises and the state
Lesson 22. Budget
Lesson 23. What does it mean to save
Lesson 24. How important it is to keep track of income and expenses
Lesson 25. Test work

Section 4. Buyer and Seller

Lesson 26. Buyer
Lesson 27. Salesperson
Lesson 28. Where to buy goods
Lesson 29. Why prices are different
Lesson 30. Competition
Lesson 31. We go shopping
Lesson 32. "Shop" (game)
Lesson 33. Examination
Lesson 34. Final game "Economic field of miracles"

(1st grade)

Lesson 6. The need for education

Target. Show children the need for education.

Tasks.

1. To convince children that education is a human need: it is necessary for work, communication, realization of their interests.
2. Show the relationship between education and respect for a person.
3. Select sources of education.

Equipment. A notebook of creative assignments in economics for the 1st grade.

Education, knowledge.

DURING THE CLASSES

By this lesson, children already know about the physiological needs (food, water, air, heat, etc.), about the need for safety and health. Now is the time to get to know the educational needs of the people.

Teacher. Tell me why did each of you come to school?

Children. This is what the parents wanted.
- I want to gain knowledge in order to become a scientist (merchant, pilot, banker, hairdresser).
- Everyone goes to school, etc.

The teacher summarizes the statements of children, leads them to the idea that at school they will receive the necessary knowledge and skills, develop interests, bring up independence and other qualities necessary in life. Shows the connection between the economy as a way to rationally manage the economy and human education. After all, even a personal and household economy cannot be reasonably managed without certain knowledge.

W. Let those children who came to school only at the insistence of their parents raise their green cards.

Some of the children are raising green cards.

W. Your parents have already understood that it is impossible to organize life normally without education, so they want their children to study well. Raise the green cards for those who came to school to gain knowledge and become a teacher, a pilot, a banker ... Why do you want to get an education?

D. To know a lot.
- To be able to write, count, draw, dance.
- To be smart.
- To get a good job later and earn a lot of money.

W. Imagine that you are facing a student who has no desire to learn. In 30 seconds, try to provide as many arguments as possible that will influence his desire to learn.

D. It's interesting at school, a lot of friends.
- You can then go to college.
- You will know a lot and be able to: read ...
- You can't find a job without education.
- Your salary will be higher.
“If you don’t go to school, you’ll remain stupid.

W. Education affects the economy of the family, business, state, and even the global economy. In those countries where there are many educated people, the economic results are higher: materials and equipment are used better, the production of food and clothing is cheaper.

Further, it is advisable to invite students to complete tasks from the Notebook of Creative Tasks (TTZ).
In task 1, students are asked to mark with a "+" sign the images of objects that help meet the need for education. In task 1 are drawn: a clock, candy, a computer, clubs and a puck, a doll, a book, a globe, a ball, pencils, a compass.
In task 2, it is proposed to indicate with arrows the names of educational subjects, the study of which will help children to cope with the affairs depicted in the figures: a girl writes a letter (Russian); the boy pays for the purchase at the checkout (mathematics); the boy is talking to an Indian (foreign language); a boy runs away from an angry dog ​​(physical education); children make a birdhouse (labor).
When the schoolchildren complete the tasks in the TTZ, the teacher asks three or four students: what are their favorite subjects? After listening to the answers, organizes a conversation with the children.

W. Do all people need the same knowledge?

D. Yes.

W. Is the education of a pilot different from the education of, for example, a cook?

D. These are different professions.
- Each profession needs its own education.
- First, everyone at school studies. So half the same.

W. Where can you get an education?

D. At school.
- Houses.
- In library.
- At the institute.

W. Education is received in educational institutions: school, technical school, lyceum, gymnasium, institute, college, university. All people first receive general education at school, and only then professional. Professional education helps people to use tools, equipment correctly, and to be creative in their work. Is it possible to immediately go to university without getting an education at school?

D. No, you need to know what is being studied in school.
- No. Age is not the same.

Then the teacher invites the children to open task 3 in the TTZ and write next to the objects depicted there, people of what professions use them in their work. Paints and brushes are depicted there, sewing machine, bricks and trowel, pots and ladle, violin, thermometer, syringe. Children complete task 3.
At the end of the lesson, the teacher reads to schoolchildren S. Marshak's poem "Master-Lomaster", the text of which is given in the methodological manual.

W. Now answer the following questions:

Why did the hero of the poem receive such a nickname?

Is it easy to be a true master?

What needs to be done to do a good job?

(2nd grade)

Lesson 5. Profitable option

Target. Consider the selection algorithm.

Tasks.

1. To form an understanding that in order to make a choice, it is necessary to revise various options and choose the best one among them.
2. Show students the need for a criterion when choosing.
3. Consider different kinds economic criteria: faster, cheaper, less resource consumption, etc.

Equipment. A notebook of creative assignments in economics for the 2nd grade.

Basic concepts and categories. Benefit, choice.

DURING THE CLASSES

The lesson begins with a discussion of the material from the previous lessons.

Teacher. Please remember what resources are.

Children. These are stocks. Sources. What we have in the country.

W. What property of resources did we study with you in the previous lessons?

D. Limited resources.
- Resources are not enough.
- Resources can always run out.

W. How do you understand the word "option"?

D. Like two different types of the same thing.
- In our classroom, the test is written according to options. They are the same type, but the numbers are different.
- It's almost the same thing, but different.

W. Give examples of options for something.

D. You can go to school by taxi, bus, tram ...
- For breakfast you can eat a sandwich with sausage or cheese.

W. Any problem has several solutions - options. This is what allows us to solve the problem of limited resources. In the previous lesson, we learned how to find different options in different situations. Now is the time to practice finding the best among them. Today we will learn how to make a choice.
Choice Is the only solution to an economic problem out of many possible options.
What could be the reason for the choice of this or that option?

D. Well, cheaper.
- Delicious.
- Faster.
- More interesting ...

W. Think about what one word can replace these words?

D. (with the help of a teacher). More profitable.

The teacher writes the words "choice", "benefit" on the blackboard.

W. So, to summarize: in order to choose the best (most profitable) option, you need to consider all (or several) possible options, calculate the results, compare the results in each of the options considered.
Now open the exercise books (TTZ), lesson 5 and complete tasks 18-21.

Task 18. You can travel from the city to Prostokvashino by bus with a change in Romashkovo or by train with a change in Kholmovo. The travel times for buses and trains are shown on the diagram. Which route is more profitable if it is known that in Romashkovo you have to wait for the bus 5 minutes, and the required train from Kholmovo leaves for Prostokvashino in 20 minutes?

(The TTZ contains a diagram showing the travel time of buses and electric trains:

City - Romashkovo: 50 min;
Romashkovo - Prostokvashino: 10 min;
City - Kholmovo: 40 min;
Kholmovo - Prostokvashino: 5 min.)

Starting to solve the problem, the teacher explains to the students that the word "more profitable" means in this case - "faster".

Solution.

The way through Romashkovo will require 50 + 5 + 10 = 65 (min);
The way through Kholmovo will require 45 + 20 + 5 = 70 (min).

Answer: go faster through Romashkovo.

Task 19. A book of creative assignments in economics costs 50 rubles in a bookstore near your house, and 30 rubles in a bookstore, which you need to go to by bus. In which store is it more profitable for you to make a purchase if a bus ticket costs 7 rubles?

Solution.

30 + 7 + 7 = 44 (p.).
50 is more than 44.

Answer: it is more profitable to go for a book.

Task 20. Mom gets 100 coins for every day she works. What advice would you give your mom: not to go to work one day, stay at home and get your two sons cut their hair, or give them money for a hairdresser? A haircut at a hairdresser costs 40 coins.

Solution.

40 x 2 = 80 (coins).
80 is less than 100.

Answer: it is more profitable to go to the hairdresser.

Task 21. Scrooge McDuck's family consists of 4 people (he and his three nephews - Billy, Willie, Dilly). They live in the city. They have a dacha in the village of Dakovka. You can get to the cottage by city bus or by car. A bus ticket costs 25 coins. The car consumes 10 liters of gasoline. A liter of gasoline costs 6 coins. Scrooge went to the dacha. Advise Scrooge which transport is the most profitable. And what kind of transport will Scrooge choose if he wants to take his nephews with him?

Solution.

1) 6 x 10 = 60 (coins).
25 coins less than 60 coins.
2) 25 x 4 = 100 (coins).
100 coins more than 60 coins.

Answer : It is more profitable for Scrooge to go by bus. It is more profitable for a family of 4 to travel by car.

Next, the teacher asks the students to formulate general rule: how many passengers must be involved in a trip to make it profitable to travel by bus? By car?
Children fill out the table given in the TTZ:

Answer: if the trip involves more than two passengers, then it is more profitable to go by car.

(2nd grade)

Lesson 6. What cannot a person do without?

Target. Form the concept of the need for items, goods, services.

Tasks.

1. Explain the dependence of needs on the situation.
2. To form the ability to generalize, operate with concepts.
3. To form the ability to highlight the main thing, what is necessary.
4. Give an idea of required attributes profession.

Equipment. Book of creative assignments in economics for the 2nd grade, colored pencils.

Basic concepts and categories. Necessary, obligatory, desirable items. Profession.

DURING THE CLASSES

The teacher begins the lesson by reviewing what economics is.

Teacher. Let's remember what economics is.

Children. Economics is the science of sound economic management.
- Economics studies the scarcity of resources.
- Economics helps to make the right choice.

W. You are familiar with the concept of "benefit", on the basis of which a person often chooses one or another option for solving a problem. However, a person is not always guided by benefit. Remember the decisions you made?

D. I was feeding a stray dog ​​...
- I helped my grandmother ...

W. And on the basis of what does mom choose what to cook for lunch: soup and meat or ice cream?

D. Soup and meat are healthier.

W. Which do you choose: a sandwich or a gum?

D. If hungry, then a sandwich.

The teacher asks several similar questions. Children answer.

W. What conclusion can be drawn? What should be guided by when choosing?

D. Sometimes you need something.
- Something useful.

W. Let's make a conclusion. The choice is not always guided by considerations of benefit or taste. Sometimes you have to decide whether you can do without it or not. Name the things that a person cannot do without.

D. Medicines.
- Food. Warm clothes.
- Apartment.
- Toys. Dog....

W. Among these items are necessary, required and desirable. The need for certain things depends on the season, climate, profession, age.
And now independently complete tasks 22, 23, 24 in the TTZ and answer the questions. What objects have you finished drawing and why can't you do without these objects? What items do you think are superfluous and why?

Children perform tasks 22, 23, 24 in TTZ and answer questions.

Task 22. All items in Anton's closet are mixed up. Help Anton figure out what he needs in winter and what - in summer. Show with arrows what time of year you need items.

The figure for task 22 in the TTZ shows the following items: coat, sunglasses, lifebuoy, hat, skis, sandals, felt boots, sweater, cap, shorts, T-shirt, mittens.
Children draw with a red pencil on objects needed in summer, blue - in winter.

Task 23. Let's clean up your desk. What is missing, what you cannot do without doing your homework? Write. Think, maybe there is something superfluous here? Cross out. Circle the required and required items in red and the desirable items in green.

The figure for task 23 in the TTZ shows a desk with a notebook, a book holder, a pen, a pencil, books, scissors, a table lamp, a globe, a flashlight, a tape recorder, a slingshot, a plate, and a telephone.

Task 24. Anton goes on a journey. Advise him what to put in his suitcase. Draw a green pencil around the items that will be useful to him during the trip, and cross out those that should not be taken.

The figure for task 24 in the TTZ shows Anton, standing in front of an open suitcase. On the side, various objects are in disorder: plates, books, rackets, felt boots, flippers, boots, skis, coats, a globe, a table lamp, a bathtub, a picture, a camera, and clothes.

W. What would you advise Anton to take with him, which is not shown in the picture, why? Write or draw these items.

If the children start asking where Anton is going, for how long, etc., the teacher asks them to explain how the set of objects depends on these factors, without limiting the children's imagination.

The next stage of the lesson is aimed not only at remembering the types of basic resources, but also to form the children's ability to find common things, generalize, and operate with concepts.
- Now I will read out a list of various subjects. Try to define in one word what needs they satisfy. You can only answer at my command.

A. Meat, bananas, milk, bread, apples - food.
B. Book, school, library, institute - education.
V. Vaccination, pills, thermometer, bandage - health.
G. Theater, doll, ball, TV - entertainment.
D. Juice, water, tea - thirst.
E. Bed, pillow, blanket - dream.
F... Stove, fireplace, battery, fire - warmly.
AND. Thank you, please forgive - polite words.
TO. Newspapers, books, radio, TV - information.
L. Fire extinguisher, safe, hard hat, bars - security etc.

- How can you call the needs for food, warmth, sleep in one word?

D. Physiological.

W. What human need is satisfied with polite words?

W. You know that representatives of different professions need different means and objects of labor. I suggest you play the following games.

"Who uses it at work?"

The teacher offers to list all the professions whose representatives use in their activities:

- scissors ( tailor, hairdresser, surgeon, gardener ...);
- mirror ( driver, hairdresser, dentist ...);
- a needle;
- brush;
- hammer.

The number of correct answers of children, originality is assessed (the less often the profession is mentioned in the answers, the more original the answer).

"Guess the profession"

The students are given the task of thinking about a profession and describing what materials and tools are needed to fulfill their professional duties (in case of difficulty, only a tool). For example, a tree, a plane - carpenter; fabric, needle - tailor; wood, ax - lumberjack; drawing board, paper - draftsman... Students write down the envisioned profession, tool, material in the TTZ, task 25. After preparation, the students invite each other to guess the profession. The task can be performed by groups of students, in this case the group conceives three professions. The teacher assesses the quality (correctness), originality and number of conceived professions.

Task 25. Fill in the table.

(2nd grade)

Lesson 18. Your Contribution to Family Income

Target. To develop the student's self-knowledge skills in terms of his participation in economic activity.

Tasks.

1. Consider the various possibilities for the participation of schoolchildren in the formation of the income of a typical family.
2. To develop skills for self-knowledge: assessing the level of development of personal qualities, skills.
3. To educate the student about the need to save time and resources.
4. Show the need for education.
5. Give the concept of labor productivity.

Equipment... A notebook of creative assignments in economics for the 2nd grade; everything you need to make a household item you need in class (feeders, vases, etc.).

Basic concepts and categories: labor productivity, household, family income, contribution.

DURING THE CLASSES

The teacher begins the lesson by talking about the contributions of various family members to the family budget.

Teacher. Did any of you help your parents in professional work (at work)?

Children. We opened a salon (parents are designers).
- I helped my grandmother to issue hotel numbers.
- Mom asks me to turn on her computer.
- I often take papers to the office.

W. How do you help with housework? What types of household chores are you aware of?

D. I'm picking up my brother from kindergarten.
- Sometimes I wash the dishes when my mother is at work.
- I always do my own cleaning in my room.

W. It takes a lot of effort from each family member to maintain household in a good condition. There is so much work in the household that everyone can find something they can do, depending on their skill.
In the previous lesson, you were asked to talk to your parents at home and calculate how much time it takes to complete chores in a week. Let's check how you did it.

D. I spoke to my grandmother. Yesterday she cooked breakfast for 30 minutes, lunch - 2 hours, vacuum cleaner for 1 hour. She also washed in a typewriter for 2 hours.

Having organized a discussion of this problem with the students, the teacher fills out on the blackboard, and the children in the TTZ (task 60), a table of the time spent on housework.

Task 60. Fill in the table "Time spent on housework per week."

W. Thus, work efficiency is characterized by labor productivity: whoever works faster, he works more productively. Now complete task 61 in the TTZ.

Task 61. Choose one daily activity for yourself (cooking lessons, washing dishes, cleaning the room, etc.). Observe how long it takes to complete this task and answer the following questions:

A. Are you doing this job as quickly and efficiently as you can? Point out YES or NO.
V. Do other students, adults, do this work faster than you? Point out YES or NO.
How do they do it? Write.
WITH. Write down how you think it is better and faster to do this job.

Task 62. Consider the pictures. Compose stories of how children add to family income.

Task 62 in the TTZ contains several series of figures:

Series 1. Schoolchildren take care of the garden, pick apples, and then sell them.
Series 2. A boy makes and then sells a stool.
Series 3. A girl takes part in running competitions, wins and receives a valuable prize.

W. Have you ever had to earn income on your own?

During the statements, the teacher organizes a discussion of the children on the following issues.

1. Income from waste. What to do with written notebooks, pieces of cloth, etc.
2. DIY. Repair and renewal of clothing and household items. Making household items.
3. Income from the sale of unnecessary property: figures from a kinder surprise, old toys.
4. Income from the provision of paid services: car wash, sale of newspapers, etc.

During the conversation, the teacher assesses the non-standardness of the proposed methods, their availability, labor costs, as well as the moral aspect of the proposed cases (according to the method of obtaining and assigning income).

The teacher uses exercises that diagnose non-standard thinking, invites children to think of how to use the surrounding objects in an unusual way. For example, find non-standard use for old newspapers, milk bags (making feeders), plastic bottles (making a washstand, flower vases), clothes hangers (scales).
The discussion is best organized in groups of learners. The teacher distributes the children into groups - 4 people in each. Asks each group to choose an item (the list has been prepared in advance) and determine as many ways as possible of its reuse.
The following roles are assigned to the members of each group:

- secretary (briefly writes down the proposed methods);
- speaker;
- organizer (monitors the progress of the discussion, regulates the relationship of the group members);
- technologist (evaluates the feasibility of the proposed methods).

After the groups finish the discussion and write out the ways they have found on the pieces of paper, speakers from each group are heard, and the rest of the class members express their opinions. Here are some of the solutions proposed by the students.

The pencil can be used:

- instead of a rolling pin for rolling out the dough;
- scales - if you attach 3 hooks;
- like an arrow for a bow;
- cut into pieces - here are the cartridges for the pistol;
- if there is glue, then you can make a model of the hut;
- put on the ends two bouncing balls - here's a toy;
- make masts for the ship;
- if you pour glue on the board, then you can make a multi-colored mosaic from slates;
- the same, but a mosaic of shavings when sharpening a pencil;
- terminals for the switch;
- if you take out the lead, you get a tube - you can shoot, drink juice;
- if you cut it in half and take out the lead, then like a handle on a rope when carrying something heavy (so that the rope does not cut your hand);
- using a pencil, you can twist the antenna from the wire;
- as a stand for a spool of thread;
- as a wire reel;
- as stems for artificial flowers;
- you can take out the lead and insert the ropes - you get a whisk.

The lesson can be completed by offering students practical work on making something useful in everyday life. It is also advisable at the next technology lesson to offer schoolchildren to make with their own hands any useful thing, learn how to fix clothes.
At the end of the lesson (or as homework), the teacher invites the students to write a letter to a friend according to the plan: what I love, what I can do, what I am good at, who I want to be, can I bring income to the family now (task 67).

Task 67. Write a letter to a friend.

"Dear friend!
I really love _______________________________.
I don't think you need to ask your parents for money. You can earn them yourself. I am good at _____ _______________________________________________.
I'm good at _____________________.
I can ______________________________________ .
Day, month, year, signature. "

(2nd grade)

Lesson 23. What does it mean to save?

Target. To form in children an economical attitude towards all types of resources.

Tasks.

1. To acquaint students with the concepts of "economy", "thrift", "stinginess".
2. Show that savings can help accommodate resource constraints.
3. Teach children to use all kinds of resources economically.
4. To instill in schoolchildren the desire for reasonable economy in the family and society.

Equipment. A notebook of creative assignments in economics for the 2nd grade; colour pencils.

Basic concepts and categories. Frugality, frugality, stinginess, wastefulness, rationality, resources.

DURING THE CLASSES

The teacher begins the lesson by discussing the problem of reducing the cost of all types of resources.

Teacher. Why is it necessary to reduce water consumption?

Children. You have to pay for water.

- If you pour a lot of water, it will all go away, then there will not be enough.

W. Why is it necessary to reduce the time spent on performing any work?

D. There’s not enough time and you won’t do anything. If you don’t do your homework, you’ll get a deuce.
- If time remains, you can do something useful.
- If the work is not interesting, it must be done quickly, and not delayed.

W. Why should you spend your money prudently?

D. Money needs to be saved. May not be enough for something you need.
“You’ll spend all the money, but where can you get the others?”
- People get paid. And if you have a family, you can't waste money.

W. Why should people strive to reduce labor costs for doing work?

D. Then something else can be done. And then you get tired, and that's it.
- You need to save time.
- If the costs are high, then the price is higher.

Similar questions can be continued, using in them the need to reduce the cost of all types of resources (raw materials, materials, time, labor, etc.), since all resources are limited.

W. I would like to draw your attention to the fact that the economical, careful, prudent attitude of people towards them allows you to save resources. Now complete task 90 in the TTZ, in which you are invited to find an explanation of the concept of "economy" in the Russian dictionary and write it down in the TTZ.

Children carry out the task.

Remember, frugality is different from frugality. Frugality involves the rational use of all types of resources from which values ​​are created (goods, services, time, ideas, etc.), and thrift is the preservation of already created values. Complete task 91.

Task 91 in TTZ is aimed at developing students' ability to make a choice from alternatives. Children look at the drawings and color those where people are frugal.

The figure for task 91 in the TTZ shows:

–an open tap from which water is dripping;
–children breaking a tree;
–mom sewing up torn clothes;
–a trash bin containing pieces of bread, a book, sausages, etc.;
–children are repairing books in the library.

W. What pictures have you painted? Who painted the other pictures? How should the task be completed?

The answers of the children are heard.

- How do you understand the word "frugality"? Can you say that a frugal person is a mean person? What is the opposite word for frugality?

D. Extravagance.

W. How do you feel about such a personality quality as prudence? Is this a positive or negative quality in a person? (After listening to the children's answers, the teacher invites them to evaluate this situation.)

“Your older sister decided to make herself a festive dress from an expensive fabric. When she came to the store, she chose a fabric and asked the seller how many meters of fabric she would need for a festive dress. The seller answered:“ Two meters. ”My sister bought the fabric, brought it home and decided right away It turned out that 50 centimeters of fabric was bought in vain. They were left extra. Probably, the seller decided that the sister will sew long dress, and she wanted to make it short. Did the sister show such a quality as prudence? Or was she extravagant in this situation? "

Children's answers.

- Complete mission 92. ( This assignment should only be offered in a strong class. You can offer to do this task at home with the help of parents.)

Task 92 ... Match the definitions from the left column to the concepts in the right column and connect them with arrows:

Answer: 1G, 2A, 3D, 4B, 5V.

At the end of the lesson, game "Masked Man". One of the high school students comes to the 2nd grade wearing a mask and tells a story about his accumulation of money. The story could be something like this.

Masked man. Guys! I have come to you for advice on how to continue to live. I've been saving money all my life. If my parents gave me money for ice cream, gum or for any entertainment, I tried not to spend it, but to put it in a piggy bank. If my mother sent me to the store and said that I needed to buy 500 grams of butter for a week, then I thought that 400 grams was enough. I told my mother that I bought 400 grams, but I did not give the change from the purchase. Often the money meant for breakfast, I also put in a piggy bank. Once I found a wallet with money in it. I did not even try to find the person who had lost him, but was only glad that my savings would increase. Why I was saving this money, I can’t answer for sure. What will I do when the piggy bank is full? One thing I know is that my health has become worse from the fact that I deny myself breakfast and other food. The mood is also not very good, as the guys buy themselves gum, sweets, toys and games, and I keep saving up money. Guys! Help me figure out who I am: thrifty, thrifty? Or maybe I'm stingy?

The teacher invites the children to help the masked man decide who he is. First, the guys who think the masked man are thrifty raise their hands. Then those disciples who consider the masked man to be frugal. And finally, those who consider him stingy. The teacher comments on the choices made by all three groups of learners, asks the guys how they feel about such accumulation. After completing the game, the teacher thanks the masked man for coming to the 2nd grade for advice, and all the 2nd grade students for striving to help the person solve their problems.

As additional material for the lesson, you can use game "Make up words"... The class is broken down into teams. Each team is invited to write on the board or on a piece of paper in 5 minutes the maximum number of words that can be composed of economic concepts: wastefulness, prudence, thrifty.

MINISTRY OF EDUCATION AND SCIENCE

REPUBLIC OF CRIMEA

Dzhankoy City Council Education Department

City methodical office

Formation of the economic culture of primary schoolchildren in the classroom

in the business circle

Sosnovskikh Irina Gennadievna

head of the business circle

circle leader-methodologist

Dzhankoy General Education

school-complex 1-3 levels No. 2

Dzhankoy City Council

Republic of Crimea

Dzhankoy

year 2014

INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

І. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... 6

І.1. Psychological and pedagogical dominants of the development of primary school

age. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .6

І.2. The pedagogical essence of the process of forming the foundations of the economic culture of primary schoolchildren. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ..13

II. Organization of the activities of a business circle as a means of fostering economic culture.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

ІІ.1. Content, methods and techniques of work on the formation of economic knowledge and skills in primary schoolchildren ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... twenty

ІІ.2. Techniques for controlling the assimilation of knowledge and skills, criteria for the economic training of primary schoolchildren. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .26

Conclusion. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .28

Applications

Literature

Introduction

The ongoing transformations in Russia, the emergence of market relations, the need to form mass thinking taking into account the market experience of many developing countries - all this makes it necessary to link education with the economy. The school is called upon to educate and educate the younger generation, proceeding from the real requirements of life, taking into account the maturing socio-economic perspective, i.e. reflect, and, if possible, anticipate the processes taking place in society.

It would not be an exaggeration to say that no other area of ​​social development is so firmly and comprehensively connected with its future as public education. In this regard, the main difficulty in organizing the economic education of the younger generation lies in the conditions of fundamental social changes.

Economic education is one of the aspects of the educational process as a whole. The need for it has always existed, but its significance has increased during the period of reforms carried out in our country. Socio-economic transformations have significantly changed the way of our life: new social classes and groups appear, property stratification occurs, the structure of the family and the corresponding roles change, new values ​​appear, old ones are lost, the vital activity of society is perceived differently.

Recent studies show that among Russian schoolchildren there is a fairly rapid change in spiritual values ​​and orientations. Back in the early 90s, a significant part of children and adolescents considered the main value to be work for the benefit of society, but by the beginning of the 20th century this percentage had dropped to 3-5. In the first place among the ideal personality traits are efficiency, resourcefulness, ingenuity, and only then - humanism, diligence, mutual understanding. The ideal now is a person who "knows how to live beautifully without much labor effort."

Today we are faced with the need to link education with the economy in order to better meet the requirements of training and raising the qualifications of workers for the requirements of economic and social progress. Great importance acquire such qualities as organization, responsibility, discipline, efficiency, frugality, enterprise. Such a social order of society must appear main task schools. It is necessary and possible to start from elementary school, since at this age the foundations for the formation of the personality are laid, there is an intensive conscious development of the social environment, the foundations of moral behavior are laid, the social orientation of the individual begins to form. Children of this age already have experience of participation in economic relations (most often consumption), they know certain economic concepts.

Everyday reality shows that studying economics in primary school is becoming a reality modern school... However, despite the fact that there are many ideas and methodological developments, the productivity of work on economic education and upbringing is low. In our opinion, the main reason for the low efficiency of economic education and upbringing of primary schoolchildren as the basis for the formation of their economic culture is that there is no system in this work, therefore the question of how to organize the formation of the foundations of the economic culture of primary schoolchildren in the course of the educational process most effectively quite relevant.

Research object is the economic training and education of younger students.

Subject of study: the process of forming the foundations of the economic culture of primary schoolchildren in circle classes during the outside learning activities.

The purpose of the study is the substantiation of the optimal content, forms, methods and means of the educational process aimed at forming the foundations of the economic culture of primary schoolchildren.

The study was based on hypothesis, according to which the formation of the foundations of the economic culture of primary schoolchildren in circle classes will be most effective if:

It includes the formation of a system of economic knowledge, skills and abilities of elementary practical activity, education of economically significant personality traits, such as thrift, initiative, organization, hard work, responsibility;

Teaching methods are used that increase the educational and cognitive activity of students (didactic games, workshops, solving problematic economic situations, etc.);

Circle lesson is the main form of economic training

junior schoolchildren.

In accordance with the purpose and hypothesis of the study, the following were solved tasks:

Describe the history of development and state of the art research problems;

Reveal and theoretically substantiate the essence and structure of the formation of the foundations of the economic culture of primary schoolchildren in the educational process;

To identify the most effective methods and forms of work to assimilate the content of the developed training course "With the economy - on the" you "!" and the formation of the foundations of the economic culture of primary schoolchildren, to test them in experimental work.

І. Formation of the foundations of economic culture as a pedagogical problem

І.1. Psychological and pedagogical dominants of the development of the younger school age.

According to psychologists, primary school age is a period of more intensive development of the social environment. In children of this age, the foundation of moral behavior is laid, the social orientation of the individual begins to form, the process of civil formation is observed. Scientists studying the problems of economic education of primary schoolchildren consider it expedient to start economic education as early as possible. Since the younger age is the most positive, the implementation of economic education seems to be possible and successful in order to lay the foundation for further implementation precisely at the primary school age. Consider the features of the psychological and pedagogical development of primary school age.

Features of educational activities.

The child's learning activity develops gradually, through the experience of entering it, like all previous activities (manipulation, objective, play). Learning activities are activities aimed at the student himself. The child learns not only knowledge, but also how to assimilate this knowledge.

Learning activity, like any activity, has its own subject - it is a person. In the case of discussion, the educational activity of a younger student is a child. Learning the ways of writing, counting, reading, etc., the child orients himself towards self-change - he masters the necessary, inherent in the surrounding culture, ways of service and mental actions... Reflecting, he compares himself and the present himself. Own change is traced and revealed at the level of achievements. Prolonged tension of voluntary attention to learning activities makes it difficult and tiresome for the child.

If, upon arrival at school, immediately put the child in the conditions of proper educational activity, this can lead either to the fact that he really quickly becomes involved in educational activities (in this case, the readiness to learn has already been formed), or to the fact that he will be confused before overwhelming educational tasks, he will lose faith in himself, will begin to have a negative attitude towards school and studies, and possibly “go into illness”. In practice, both of these options are typical: the number of children ready to learn and the number of children for whom learning under given conditions turns out to be unbearable is quite large.

In the conditions of educational activity, the child should be brought to the understanding that this is a completely different activity than play, and it makes real, serious demands on him. Children should learn to distinguish between play and educational tasks, understand that an educational task, as opposed to a game, is obligatory, it must be completed regardless of whether the child wants to do it or not. Play by itself should not be eliminated from the sphere of the child's active life. Play is not only a purely childish activity. It is also an activity that serves for entertainment, for filling the leisure time of people of all ages.

Development of thinking.

A feature of a healthy child's psyche is cognitive activity. The child's inquisitiveness is constantly aimed at knowing the world around him and building his own picture of this world. The child, playing, experiments, tries to establish causal relationships and dependencies. He himself, for example, can inquire which objects are sinking and which ones will float. The more mentally active the child is, the more questions he asks and the more varied these questions.

The child strives for knowledge about the world, and the very assimilation of knowledge occurs through the numerous "why do we need money?" "How does the bank work?" "Why can't dad buy a car?" He is forced to operate with knowledge, imagine situations and try to find possible way to answer the question. When some problems arise, the child tries to solve them, really trying on and trying, but he can also solve problems in his mind. He imagines real situation and, as it were, acts in her in her imagination. Such thinking is called visual-figurative.

The thinking of a child at the beginning of schooling is distinguished by egocentrism, a special mental attitude, due to the lack of knowledge necessary for the correct solution of certain problem situations. So, the child himself does not discover in his personal experience knowledge about the preservation of such properties of objects as length, volume, weight, and others.

Development of attention.

Cognitive activity the child, aimed at exploring the world around him, organizes his attention to the objects under study for a long time, until the interest dries up. As long as he can be focused on productive activities(drawing, designing, making crafts that are significant for him). However, these results of focusing attention are a consequence of interest in what the child is doing. He will languish, be distracted and feel completely unhappy if he needs to be attentive in activities that he is indifferent to or does not like at all.

In the classroom in the business circle, you can organize the child's attention with the help of verbal instructions. He is reminded of the need to perform a given action, while indicating the modes of action that are interesting to him.

To a certain extent, the younger student can plan his own activities. At the same time, he verbally pronounces what he must and in what sequence he will perform this or that work. Planning will certainly organize the child's attention.

And yet, although children in primary grades can arbitrarily regulate their behavior, involuntary attention predominates. Children find it difficult to focus on monotonous and unattractive activities for them or on activities that are interesting, but requiring mental stress. Disconnection of attention (for example, physical education with an economic bias) saves from overwork. This peculiarity of attention is one of the reasons for including the elements of the game in the lessons.

Development of imagination.

In the conditions of educational activity, special requirements are imposed on the child's imagination, which win him over to voluntary actions of the imagination. The leader of the circle in the classroom invites children to imagine a situation in which some transformations of objects, images, signs take place. These educational requirements stimulate the development of the imagination, but they need to be reinforced with special tools - otherwise the child will find it difficult to advance in the voluntary actions of the imagination. These can be real objects, diagrams, models, signs, graphic images and more.

Writing all kinds of stories, rhyming "poems", inventing fairy tales, depicting various characters, children can borrow plots known to them, stanzas of poems, graphic images, sometimes without noticing it at all. However, quite often the child deliberately combines well-known plots, creates new images, exaggerating certain aspects and qualities of his heroes. A child, if his speech and imagination are sufficiently developed, if he enjoys reflecting on the meanings and meaning of words, verbal complexes and images of the imagination, he can come up with and tell an entertaining plot, he can improvise, enjoying his improvisation himself and including other people in it.

In his imagination, the child creates dangerous, scary situations. The main thing is overcoming, finding a friend, going out to the light, for example, joy. Experiencing negative stress in the process of creating and deploying imaginary situations, plotting, interrupting images and returning to them train the child's imagination as an arbitrary creative activity. In addition, imagination can act as an activity that has a therapeutic effect.

Imagination, no matter how fantastic it may be in its storyline, is based on the norms of real social space. Having experienced good or aggressive impulses in his imagination, the child can thus prepare for himself the motivation for future actions.

Imagination plays a greater role in the life of a child than in the life of an adult, manifesting itself much more often, and more often allows a violation of life's reality.

The tireless work of the imagination is the most important way of a child's cognition and mastery of the world around him, a way to go beyond the personal practical experience, the most important psychological prerequisite for the development of creativity and a way of mastering the normality of social space, "when I grow up, I will be a banker", "I will have my own yacht and plane."

A child at primary school age, step by step, masters the ability to fully and adequately perceive the speech of adults, read, listen to the radio. Without special efforts he learns to enter speech situations and navigate in its context: to catch what is being discussed, to monitor the development of the speech context, to ask adequate questions and to build a dialogue. He begins with interest to expand his vocabulary, intensify the use of words and phrases, and assimilate typical grammatical forms and constructions. On the basis of language acquisition, new social relations, which not only enrich and change the thinking of the child, but also shape his personality.

Development emotional sphere at primary school age.

From the moment a child starts school, his emotional development depends more than before on strangers and on the experiences that he gains outside the home.

The child's fears reflect his perception of the world around him, the scope of which is now significantly expanding for him. Most of the fears are associated with events in the school, family and peer group. The inexplicable and fictitious fears of previous years are gradually giving way to more conscious concerns, of which there are many Everyday life... The subject of fears can be upcoming lessons, and injections, and some natural phenomena, and peer relationships.

It is important for a child who has developed a fear of classes to return to school as soon as possible. Occasionally, over-focusing on complaints of physical ailment can exacerbate these symptoms. Perhaps sometimes it is better to “ignore” the child's bad mood and ignore his complaints. A friendly-persistent interest in attending school is always preferable to pity or moaning.

Humor and emotional development.

It is believed that a joke is a tool for releasing in a state of anxiety or in cases of other life troubles. It is believed that children, resorting to humor, give vent to their frustration, weaken negative emotions and get rid of fear. Through humor, they transform the painful into the pleasant; turn the unrealizable desires of powerful adults (whom they constantly envy) into something ridiculous and ridiculous; exposing their own grievances, facilitate failure and parody their opposition to all sorts of grief.

It has been noticed that children, who always pretend to be clowns, take on too much responsibility, because others, admiring their “clever” humor, are waiting for adult behavior beyond their years. They use humor as a vehicle to handle this burden.

Features of interpersonal interaction between a primary school student and adults.

In their early school years, children gradually drift away from their parents, although they still need adult guidance. Relationships with parents, family structure and relationships between parents have a major impact on students, but increased contact with the external social environment leads to the fact that they are increasingly influenced by other adults.

The teacher (his role) is very important for a child of primary school age. Here is what Yusupov says about a smile as the most important non-verbal influence in the book “Psychology of Mutual Understanding”: “In pedagogical communication, a smile is an indispensable attribute of a dialogue. The younger the interlocutor, the more he needs to encourage his actions with the silent smile of his elders. Not only in the learning process, but in conditions of informal communication, the need for children of primary school and adolescence to stimulate a smile is great. Therefore, the teacher's stinginess on this mimic element non-verbal communication increases the already large age distance between them ”.

The various forms of treatment of adults with a child and the nature of the assessments they give him result in the development of certain self-assessments in him. In the classroom in a business circle, you can develop the belief that he is very smart, that he quickly memorizes new words, that he has interesting fantasies, etc. These self-esteem developing in children under the direct influence of adults affects the formation of their criteria for evaluating other people.

Friendship of schoolchildren.

The relationship between students is constantly changing. Younger schoolchildren friendly relations are formed, as a rule, between children of the same sex. As the bond with the parents weakens, the child increasingly begins to feel the need for support from friends. In addition, he needs to provide himself with emotional security.

It is the peer group that becomes for the child that kind of filter through which he passes the value attitudes of the parents, deciding which of them to discard and which ones to focus on in the future.

During school years, peer groups are formed according to the principles of gender, age, socio-economic status of families to which children belong.

Through play, the child learns important social skills. Roles and rules " children's society”Allow you to learn about the rules adopted in adult society. The game develops feelings of cooperation and rivalry. And concepts such as justice and injustice, prejudice, equality, leadership, obedience, loyalty, betrayal, begin to acquire real personal meaning.

І.2. The pedagogical essence of the process of forming the foundations of the economic culture of primary schoolchildren.

In the period of complication of social life, when our country is in new economic relations, the problems of culture, spiritual and moral revival of a person and the country as a whole acquire paramount importance. Without such a revival, society cannot become civilized, even if the economic and political crisis is successfully overcome.

The importance of the role that culture plays in the life of every person and society can hardly be overestimated. The way of thinking and acting, shared cultural views and values ​​are the main means of integrating isolated human individuals into a reasonably organized community. Economic culture is both the formation of economically significant personality traits, and the adoption of correct economic decisions, and the development of economic thinking at a level accessible to a younger student, and the formation of economic skills and abilities associated with economically expedient activities inherent in younger students.

Economic culture is early economic upbringing and education. Economic education forms mainly systematized theoretical views, and economic education forms beliefs, motives, attitudes, value orientations of the individual. Closely interconnected education and upbringing form rational-emotional spiritual qualities in students. The fusion of knowledge, beliefs and actions of a person forms his new qualities - ideological, consciousness.

With the organic fusion of the processes of economic education and upbringing, a "bridge" is built for the transfer of knowledge into beliefs and actions, unity in the development and mutual enrichment of economic thinking, practical skills of economic activity and the corresponding socio-psychological qualities of the individual is ensured.

Taking into account social trends dictated by the time, the transition from a monopoly of state property to a multi-structured form of ownership, from a command-administrative system of leadership to economic methods of management, from blind execution of plans and orders to creative search effective solutions, the role of economic culture, entrepreneurship, initiative, the ability to take non-standard solutions in a variety of situations of economic activity.

Creating a new model of economic education for young people, practitioners are oriented towards the formation of the following qualities and skills: developed economic consciousness, a sense of the owner, a real owner: an economically conscious attitude to work and its results; striving to increase labor income, improve the quality of life; focus on rationalizing labor and increasing its efficiency; willingness to participate in various forms activities related to the market economy; the ability to make a worthy moral choice in situations associated with economic difficulties; willingness to overcome them; the ability to use the existing mechanism of socio-economic protection of their own and public interests; the need for self-improvement and updating of economic knowledge. Education and upbringing during extracurricular work in the classroom of the economics circle is the initial stage in the creation of this model.

The teacher E.V. Savina introduces the concept of "basic elements of the economic culture of primary schoolchildren", which is understood as the necessary minimum of economic knowledge, economically significant personality traits, value orientations, achievements in social labor and educational activities, which are mandatory prerequisites for personal development in new market conditions and without which its socialization is impossible. These include:

The necessary minimum of economic knowledge (about the rational use of time, about labor activity, about money as an equivalent of the result of human labor, etc.);

Economic skills (the ability to measure the level of satisfaction of one's needs with material capabilities; the ability to organize one's work with the least expenditure of time, effort and money; to show frugality in everyday practical activities; the ability to correctly use economic concepts in speech, etc.);

Economically significant qualities (thrift, hard work, accuracy, etc.);

Economic needs (the need for creative work, for achieving high results at the lowest cost, for respect from other people and self-respect, for the preservation and augmentation of natural resources).

The result of economic education, according to the economist L.A. Golub, there should be "implementation" in little man economic concepts and categories, his awareness of their content, the ability to use them. Economic upbringing has a pronounced applied character, and therefore the techniques and methods of its implementation should have the character of "immersion" and, to a greater extent, active. The child needs to be introduced to economic concepts in a systemic, integral way, using the experience that he already has. This material can be used to trace almost all economic categories: goods, products, services, income and expenses, money, bank and even inflation, taxes, prices, and show the role of a primary school student in the economic processes of the family.

Studying with elementary school students, relying on the subjects studied, everyday economic concepts, the head of the economics circle will have to introduce the child into the world of economic life associated with the transition to market relations. It is important to acquaint children with the economic alphabet, that is, with the help of games, solving simple problems, analyzing the socio-economic situation, to encourage the development of economic concepts and categories. Younger schoolchildren are beginning to realize the dependence of the well-being of a person and society on the quality of work. They learn to distribute work in time, measure time and spend it, organize workplace... Children master rational techniques that increase the quality and productivity of labor, the foundations of economic culture.

Children learn the importance of natural resources for a person, imbued with a careful, rational attitude of people to nature. They receive elementary representations on the types of property, family income and expenses, reasonable spending, pocket money and their rational spending, the cost of school property, textbooks, the cost of repairing the school building, its equipment, etc. It is already advisable to start mastering basic terms with primary school students, constituting the essence of the economy: property, production, trade, goods, market, money, price, etc. It is important to focus on such concepts related to property as "ours", "common", "alien". Already in elementary school, children are able to explain the essence of about 100 economic concepts.

The effectiveness of the education of economic culture is increased due to the pedagogical influence of the head of the circle, who owns the skills of working with a team, who has the basics of economics and methods of economic education, methods of diagnosing economic education, who can attract the mass media, specialists from various sectors of the national economy and the parents of students to work on economic education. ... The effectiveness of the economic education of primary schoolchildren also depends on its systematic nature, the economic orientation of the content of educational and extracurricular work, on the potential for the assimilation of elementary economic knowledge by children and the formation of economic skills.

But the effectiveness of the economic education of primary schoolchildren is ensured by a number of conditions: the inclusion of children in various types of activity, among which labor occupies a special place; maximum use by the head of the circle of the possibilities of the educational process of elementary school; identification of the studied economic concepts, formed economic skills, basic moral and economic qualities of the personality of a student of primary school age; determining the content, forms and methods of organizing the activities of children with an economic orientation and appropriate to their age; reliance on personal experience students; pedagogical guidance providing scientific organization of child labor.

The effectiveness of the process of economic education of primary schoolchildren will be expressed in the level of their economic culture, which is based on the basic moral and economic qualities of the individual.

Positive changes in the upbringing of the moral and economic qualities of junior schoolchildren will influence the intensification of their activities, in the process of which the personality is formed.

Potential opportunities pupils of primary school age are allowed to carry out their economic education. With purposeful pedagogical guidance of this process, children learn economic concepts at different levels: from ideas to understanding the essence of these concepts, acquire economic skills of a pre-professional nature, they form such personality qualities as thrift and organization.

The effectiveness of economic education in modern conditions is due to a systematic approach to solving this problem. Economic education is associated with other forms and types of educational activities. It is aimed at solving the general tasks of upbringing to be interconnected with the ideological, labor, moral and other aspects of it. So, the relationship between economic and labor education is manifested in their common goal: to teach to work. Effective economic education is possible only in work. But economic education, as a concept, is broader than labor education. It includes the upbringing of political consciousness, and civic consciousness, and social optimism.

Distinctive features of economic education in preparing the younger generation for work are determined by the fact that labor education prepares a person: to interact with nature in order to obtain a product of labor to satisfy their needs, and economic education - to effectively organize this process of interaction in order to save time. Economic education contributes to the inclusion of students not only in the sphere of production, but also in the relations of distribution, exchange and consumption of material goods.

Economic education also equips knowledge of economic theory, develops economic skills and skills necessary to participate in social production, an economically conscious attitude to work.

Let us consider the connection between the education of schoolchildren's economic culture and moral culture. The formation of the system of values ​​and ideological positions of the younger generation is influenced by factors of the social environment, including negative ones, for example, the propaganda of violence, consumerism, and the indiscriminate choice of means of achieving goals, which is characteristic of the mass media. Now the question of the social responsibility of businessmen is being raised, and in the conditions of the transition period that Russia is going through, the problem of balancing economic training and moral education turns out to be especially acute, since it is necessary to neutralize the influence of negative factors and difficulties of the transitional path to the market on the formation of economic thinking and value orientations of the generation, on whose activities and moral orientations it depends whether Russia will come to civilized market relations. Starting from elementary grades, it is necessary to pay attention to the development of moral and volitional qualities in fostering efficiency, the formation of economic culture in conjunction with the development of other components of the personal culture of schoolchildren, the consolidation of an adequate understanding of the moral image of an entrepreneur and the moral value of economic activity.

It can be concluded that the formation of the economic culture of primary schoolchildren is due to the socio-economic transformations taking place in our country; the characteristics of children of primary school age and the possibilities of extracurricular education. The structure of the economic culture of primary schoolchildren is a set of basic components: need-motivational, information-cognitive, personal-value and activity.

The formation of economic culture is an organizational pedagogical activity, a specially developed system of work aimed at the formation of the economic consciousness of students. Economic education ensures the development of economic thinking, the formation of economic and moral qualities that are formed and necessary in the process of economic activity and its successful implementation; social activity, enterprise; a thrifty, honest attitude to the public domain, the renewal of technological processes and equipment.

The effectiveness of the economic education of primary schoolchildren is ensured by a number of conditions: the inclusion of children in various types of activity, among which labor occupies a special place; maximum use by the head of the circle of the possibilities of the educational process of elementary school; identification of the studied economic concepts, formed economic skills, basic moral and economic qualities of the personality of a younger student; determining the content, forms and methods of organizing the activities of children with an economic orientation and appropriate to their age; relying on the personal experience of students; pedagogical guidance providing scientific organization of child labor.

ІІ. Organization of the activities of a business circle as a means of fostering economic culture

ІІ.1. Content, methods and techniques of work on the formation of economic knowledge and skills in younger students.

In the school-complex No. 2 in Dzhankoy, as in many Crimean cities, the course of economics is introduced only in grade 10, therefore, it is especially important, in our opinion, to develop the program "With the economy - on" you "! for junior schoolchildren as part of the circle work. If the school is designed to prepare a young person for life and activity in the present and the future, for participation in social processes (economic, social, cultural and political), then the starting point for defining our circle will be as follows: What determines the most general environmental conditions of life and professional activity an individual citizen? (the country's social system). In this regard, it is important to consider what functions (roles) a separate economic entity (employee, consumer, entrepreneur, etc.) performs and what relations exist between economic entities in economic processes.

For each person, his activity in the economic system is important, it is important what social role he performs - producer, consumer, citizen or businessman, etc.

Studying the literature on the subject, we can say that at present, the issue of introducing economic education in primary school continues to be discussed by scientists and educators. However, practice testifies to the feasibility and reality of such work. Observing the work in the business circle, confirmed a number of assumptions.

 Children of primary school age have a need for explanations of economic phenomena on the part of parents and teachers. It is due to an interest in knowing the world around.

 Economic knowledge is passed on to a child mainly through the experience of adults. In the absence of appropriate education, experience of life and activity in civilized market conditions, children may develop distorted ideas about the economy.

 A certain part of young parents have already received modern economic training and are actively involved in business life. Children learn from them that economic knowledge is very necessary in modern life and thus they are guided by the study of economics from an early age.

 Parents, as a rule, support the interest of younger students in economic knowledge, explaining this by concern for the future of their children.

 Teaching economics in primary school creates a basic level for the subsequent stages of the formation of an economic worldview.

The basic principles for teaching elementary economics in the lessons of the business circle are as follows:

1st principle - RELATIONSHIP PRINCIPLE(systems thinking).

Economic actors constantly interact with each other - this is very important for the economy.

2nd principle - FROM SIMPLE TO COMPLEX.

It is important that at each stage of training the economic system and its structure are studied. At the same time, various aspects (historical, spatial, etc.) and the degree of complexity of its consideration should correspond to the level of knowledge already formed about society, the psychophysiological characteristics of children of different ages, and also their motives and interests.

3rd principle - FROM INDIVIDUAL ECONOMIC SUBJECTS TO THE SYSTEMIC SOCIAL AND ECONOMIC PROCESSES.

The main goal of teaching economics for elementary school students is an initial understanding of the surrounding economic conditions of life and activities of people. Such knowledge is one of the components of the general culture of a person. Built on the basis of a systematic approach, they at the same time take into account the characteristics of children of the age under consideration (concrete thinking, interest in knowing the world around them, imitation of the activities of adults, etc.).

The playful aspect of getting to know the world is predominant for children of primary school age. Therefore, for primary school students to study economics, the method of role-playing games is mainly used. The organization of such work in the circle assumes a four-hour workload per week. These games in the first year of study form special system games, corresponding to a holistic view of the economy: “My house” (Household), “Work” (Enterprise), “Ministers” (State), “Travel to other countries” (Abroad), “We exchange”, “Open a store” ( Market).

The choice of the proposed set of role-playing games is due to the following factors. First, it is consistent with the structure of the economic system and, therefore, can contribute to the creation of an image of an “interconnected” economy. Secondly, it takes into account the experience that children have, usually gained in the family. Playing at Home (family), Work (first of all, the work of parents), Shop - has always been a common activity of children younger age... In addition, children draw certain economic concepts from fairy tales, stories, proverbs and sayings.

Currently, children have a different experience based on new phenomena (the emergence of local markets, active advertising, the distribution of imported goods, traveling abroad with the family, etc.). They often hear about the government, ministers and their activities from their parents and from TV screens. Obviously, all this knowledge requires systematization.

In the system of role-playing games, the economic function "consumption" is imitated in the block "My home", and "production" - in the block "Work". Children need to understand that without a manufacturer, the consumer cannot achieve their goals. It is important to determine the form of interaction between enterprises and households. It is also necessary to establish the relationship between economic agents.

Thus, a holistic vision of the surrounding economic life is created on entry level, which then develops in the next step - in the basic school. At the same time, an understanding is formed that human activity includes constant economic and non-economic interactions with other people.

In the second and subsequent years of study, the emphasis is on elementary concepts related to the life experience of children. The content of the program in economics is based on the current and future economic and social roles of students (I am a person and a citizen, I am an owner, I am a participant in the financial market, I am a consumer, I am a producer, etc.). For the presentation of theoretical material are used following methods and techniques: elements of lectures, with demonstration of demonstration material, story, dialogues, problem situations, reading works of art. The program includes practical work: calculating the budget of your family, drawing up a menu for a student and calculating its cost, making souvenirs from recycled materials, solving problems with an economic focus, analysis advertising companies held by city trade enterprises. Workshops could be as follows: “Household Passport”, “Economic Products and Objects”, “Your future profession”,“ Remuneration ”,“ Owner ”,“ Waste-free production ”and others.

To activate students and maintain interest in the material being studied, active teaching methods are used: business and role-playing games (“The World of Professions”, “Festive Table”, “Travel to Barter Island”, “Opening a Store”, “Unemployed and Entrepreneurs”, “To the Fair to Paris ", and others), board games(“Zigzag of Fortune”, “Monopoly”, “Flight into Space”), discussions on problematic economic topics, lessons-contests (“The most economical hostess”, “Conveyor”, “Do you know the prices”, “Knowledge auction” and others ), many crosswords, guesses, encryptions and puzzles, as well as didactic materials compiled on the topic of each lesson. In the future, these will be presentation classes using the capabilities of computer technology. All this is informative and festive. A positive emotional coloring enhances the motivational aspect.

The child's activity in the learning process is closely related to his interest in the activities of the business circle. Only in this case he takes an active part in the discussion of the questions posed by the head of the circle, is attentive to the material being studied, the teacher's tasks, the formulation of conclusions and rules. Interest is the best way to help memorization and increase efficiency. “Through a fairy tale, fantasy, game through a unique children's creativity, - wrote V. Sukhomlinsky, - the right road to the heart of a child ... Without a fairy tale, without a game, the child's imagination cannot live ... In fairy-tale images - the first step from the bright, lively, concrete to the abstract. " That is why a fairy tale was used in the circle classes in economics for younger schoolchildren. In the course of listening to fairy tales, the children discuss, debate, memorize economic terms. Entertaining tasks(rebuses, riddles, charades, crosswords, logical tasks) develop memory, thinking and consolidate knowledge.

Given the psychological and age features junior schoolchildren, their visual imaginative thinking, in the program "With the economy - on" you "!" excursions to the city's enterprises, to the bank, to the insurance company, to the museum were introduced. Some assignments require creative exercise books. For memorization and correct spelling, pronunciation of economic terms, you can keep a "Dictionary", which the children themselves will do in one of the circle classes (game "Factory").

While teaching economics in circle classes, we came to the conclusion that the development of the ability to understand and critically assess alternative situations, the formation of moral attitudes, sympathies and other "internal" qualities is impossible using traditional methods of the reproductive plan. This lesson needs other methodological tools that will allow students to actively master "situations of socio-economic change." These include teaching methods, which are usually called imitative.

By imitation, we mean a method of teaching without teaching, characterized by the fact that the pupils of the circle are provided with some information for real decision-making in an environment that reproduces reality. These are business games, projects, role-playing games, etc.

Perhaps the most important thing that games and imitations give is to stimulate interest in a problem or situation, to be involved in it. The student becomes a direct participant in life's action. Such exercises motivate students, liberate them in the sense that they begin to more boldly question the judgments of each other and the leader of the circle.

The tension of the game causes the actualization of economic knowledge and all personal resources to solve a problem that carries real complexity.

For effective work on this program, it is also important close connection with parents. They need to be initiated into what is happening in the classroom, to be involved in the creative process, creating conditions for their direct participation in expanding children's ideas about various aspects of the economic life of a family, city, country. This can be facilitated by special homework assignments, during which children are encouraged to seek help from their parents: to consult, discuss possible solutions and ways to prove them; it can be an excursion to the parents' place of work, an acquaintance with their professions. When working with parents, various forms are offered: oral or written information about the content of classes, the results of classes, participation in competitions, economic games. A questionnaire for parents has been developed, according to the results of which it is clear in which families the process of early economic education is going on and what needs to be thought about.

ІІ.2. Techniques for controlling the assimilation of knowledge and skills, criteria for the economic training of primary schoolchildren.

To control the acquisition of economic knowledge, the implementation of differentiation and individualization of training in circle classes, tasks are provided varying degrees difficulties taking into account the interests and capabilities of students. In the process of checking, it is necessary to find out how students are able to perceive and reproduce the received economic information, to concretize their answers with examples from life. In the course of game actions, the level of economic culture is manifested. Through the ability to organize and plan the upcoming work, the ability to carefully and efficiently use materials and time, it is possible to assess the formation of such qualities of the student's personality as frugality, purposefulness, activity, and enterprise. Verification and assessment of economic knowledge and skills can be carried out in the form of a written or oral survey, test or creative work, with practical application in tasks of a game nature. The final marks can be set on a special "Screen of Economic Knowledge" according to a 20-point system (students like to get points higher than in the classroom).

The question of assessing the knowledge of students can be solved creatively. From the very first lessons, the "econ" is introduced - the monetary unit of the country of the Economy. Econ assesses the knowledge of students and their active work in the classroom. instead of the usual twelve-point system. The econas received by the students are prototypes wages and immensely increase student activity. The system for accruing econas is end-to-end. A personal account is opened for each student, to which the amount of earned ekons is deposited (non-cash payment system), or ekons are handed out (cash). Accrual and withdrawal takes place at the discretion of the head of the circle or upon collective consideration. The account may be deducted the amount for the games. The amount on the accounts of students varies from class to class and is a kind of final assessment of the success of the study of the program.

In assessing the formation of the economic culture of students in circle classes, three criteria are distinguished:

1. Mastering a complex of economic concepts, categories, laws, accessible to the age of a younger student.

2. The degree of mastery of economic skills aimed at improving production and labor, to obtain more high performance in study (the ability to plan work, rationally use equipment and materials, use advanced labor techniques, analyze the progress and results of work), to be active with participation in role-playing and business games, on the correctness and validity of answers during trainings and workshops.

3. The level of formation of economically significant personality traits (hard work, discipline, responsibility, efficiency, frugality, enterprise).

The approach to assessment is strictly individual in nature, takes into account the student's interest and inclinations to economic knowledge, age-related psychophysiological characteristics. Younger school age is the beginning of the formation of the economic qualities of an individual.

Practical approbation of the program "With the economy - on" you "!" for 12 years, the analysis of the results of the final work, observation of the success of students already at the middle level, allowed us to conclude that children and their parents have an interest and need to introduce the foundations of economic culture in the lower level of school. Economic knowledge has a positive effect on the educational process. There is a persistent interest among students in obtaining knowledge, the formation of skills in general education disciplines, speech, thinking, communication skills, responsibility for decisions taken... Pupils become more disciplined, thrifty of school property, purposeful. Introduction of the program "With the economy - on" you "!" has educational, developmental and upbringing value.

Conclusion

In modern Russia, very complex transformations are taking place, which simultaneously cover all spheres of the functioning of society - politics, economics, and the moral and cultural sphere.

The reformers' drive to quick receipt significant results led to a sharp decline in the well-being of the bulk of the population, a decrease in production volumes, a constant rise in prices accompanied by inflation, a financial crisis, a sharp increase in unemployment and other negative consequences... This situation in the country causes a large part of the population to reject not only the ongoing reforms, but also the very idea of ​​market reforms. Obviously, the population's understanding of the process of market reforms depends on the level of economic literacy. First of all, it includes knowledge of a general, systemic nature (the structure of society, the role of the economy, the relationship between economics and politics, the interaction of economic actors, the role of the state in a market economy, etc.). In addition, to make decisions in life situations, citizens need knowledge in the field of ownership and disposal of property, choosing a method of saving, as well as in other areas of economic relations. All this necessitates the creation of a system of mass economic education. Classes on the basics of economics in a business circle in the system of extracurricular education can become an important way of spreading basic economic knowledge, educating members of society, who in the future are able to correctly understand the ongoing socio-economic processes and actively participate in the activities of society; having economic knowledge and decision-making skills in vital situations in the present and in the future.

Initial course economics for study circles is intended not only and not so much to make up for the lack of knowledge of fundamental economic concepts and laws, i.e. theory for the sake of theory, how much to create conditions for the applied use of the economy in a situation of choosing a rational solution among many alternatives.

All human life is a continuous choice, choosing one, you have to give up something else. Rationalization of personality behavior is the task of a circle lesson in economics. It presupposes the "saturation" of the behavior of the individual with moral and ethical norms, the cultivation of a number of new formations in oneself, such as the ability to act in a situation of uncertainty, tolerance for the points of view of others, and readiness for criticism.

Conducting circle classes in economics, we came to the conclusion that the development of the ability to understand and critically evaluate alternative situations, the formation of moral attitudes, sympathies and other "internal" personality traits cannot be done by traditional methods of the reproductive plan. This lesson needs other methodological tools that will allow students to actively master "situations of socio-economic changes" economic situations, etc.).

Practice has shown that the process of forming the foundations of the economic culture of primary schoolchildren in circle classes during extracurricular activities is especially effective if the content of education of primary schoolchildren is focused on the modern level of economic science, taking into account the psycho-physiological characteristics of children in this group. In addition, this process includes the education of economically significant personality traits, such as thrift, initiative, organization, hard work, responsibility, as well as the formation of skills and abilities of elementary practical activity.

Currently circle lesson is the most acceptable and interesting way for students to obtain economic knowledge, form the economic culture of primary schoolchildren.

Economic education of junior schoolchildren.

Economic education of primary schoolchildren

Kobeleva Lyubov Petrovna -

primary school teacher

MBOU SOSH №17.

The topic "Economic education of primary schoolchildren" is relevant for the present stage development of economic relations in Russia.

The child reluctantly encounters economics, even if he is not taught to do so. He learns what is "mine", "yours", "ours", "exchange", "money", "price", "expensive", "cheap", "sell", "earn". Children quickly absorb the atmosphere of the new reality, better adapt to it.

Modern schoolchildren will master new painting the world, emerging, including from the economy. This will require them to be able to orient themselves correctly in life, to act independently, creatively, and therefore to build their lives in a more organized, reasonable, interesting way. It is at this age that children acquire the primary experience of orientation in elementary economic phenomena, and the basis for the creation of future economic thinking is formed.

Saturation of the life of primary schoolchildren with elementary economic information contributes to the development of the prerequisites for real economic thinking in them, which will make this process more conscious.

Fairy tale - literary genre with enormous didactic possibilities. The author's fairy tales are interesting and successful, each of which is like a mini-program for familiarizing children with economic concepts. One of the examples is the book by L.V. Knyshova, O.I. Menshikova, T.L. Popova. “Economics for Toddlers, or How Misha Became a Businessman”, which I used in my work. Younger schoolchildren listen with interest to stories about Misha the businessman, observing the fate of the heroes, empathizing with them, the student appropriates their experience, receives meaningful information about life, nature, society. Reading fiction contributes to the identification of the motivation and actions of the heroes and the characteristics of their actions, forms the vocabulary of children, and most importantly - will provide an explanation for many incomprehensible economic phenomena.

V didactic games“Who to be?”, “Exchange”, “Family budget”, “Small purchases” clarify and consolidate children's ideas about the world of economic phenomena, terms, acquire new economic knowledge, skills and abilities. Preschoolers, performing a large number of actions, learn to implement them in different conditions, with different objects, which increases the strength and awareness of the assimilation of knowledge.

Didactic games will help to make the economy understandable. So, playing in the profession, children comprehend the meaning of work, reproduce labor processes adults and at the same time "learn" the economy. In narrative-didactic games, real life situations: operations of purchase and sale, production and sale of finished products, etc. The combination of educational and play and real activities is most effective for the assimilation of complex economic knowledge by preschoolers.

The games "Confectionery Factory", "Atelier for Little Beauties", "Advertising Agency", "Currency Exchange Office", "Building a House", "Supermarket", etc. create the most favorable conditions for the development of children's interest in economic knowledge, natural , a situation close to reality, a situation of communication psychologically adequate to the age is established.

Logic and arithmetic tasks, joke tasks, drawing assignments revive the path of cognition of complex economic phenomena. They combine elements of problematic and entertaining, cause tension of the mind and bring joy, develop imagination, imagination and logic of reasoning. The solution of such problems increases the child's interest in economic knowledge, teaches us to see life behind the names and terms, the beauty of the world of things, nature, people.

Classes expand their economic horizons, clarify their ideas, introduce them to new prestigious professions, allow them to understand the role of labor in human life, the specifics of commodity-money relations and advertising, teach to spend money wisely, take good care of things (toys, clothes, shoes) and natural resources.

It is good if the classes are held in such a way that children do not receive “ready-made” knowledge, but make discoveries themselves, learn something new, because it is the joy of discovering something new that forms cognitive motivation in children, and overcoming intellectual difficulties develops the volitional sphere. The “Wise Owl's Problem Book” will help to enrich the work on mastering the concepts of economics by children with a higher and more complex content.

One of the promising methods for solving this problem is the method project activities... Based on a personality-oriented approach to teaching and upbringing, he develops a cognitive interest in various areas of knowledge, forms cooperation skills.

Analyzing all of the above, we can make an objective conclusion about the need for systematic economic education of children.

Work program for extracurricular activities(economic direction) "Economics for kids"

Explanatory note

The program was developed on the basis of the book "Economics for Kids, or How Misha Became a Businessman" (authors T. Popova, O. Menshikova, L. Knyshova).

Educational and methodical support

T. Popova, O. Menshikova, L. Knyshova "Economy for kids, or How Misha became a businessman"

Positselskaya M.A., Soprunov S.F., Soprunova N.A.MATH 1 Notebook for student # 1 for the first grade of primary school

Target: to acquaint children of primary school age with elementary

Economic concepts.

Tasks:

. To form the economic consciousness of children, economic thinking;

. Arouse a healthy interest in money;

. Introduce basic economic concepts;

. Learn to solve the simplest economic problems;

. Develop logical thinking, observation, replenish active vocabulary, the ability to make inferences;

. To create conditions for the formation of elementary economic knowledge in children 6 - 8 years old;

. To teach to understand and appreciate the surrounding objective world (as a result of human labor).

Personal results development can be attributed to:

- critical attitude to information and selectivity of its perception;

- comprehending the motives of their actions when performing tasks with life situations;

- the beginning of professional self-determination, acquaintance with the world of professions.

Metasubject results

Regulatory

- planning the sequence of steps of the algorithm to achieve the goal;

- searching for errors in the action plan and making changes to it.

Cognitiveuniversal learning activities:

- analysis of objects in order to identify features (essential, insignificant);

- synthesis - making up a whole from parts, including self-completion with replenishment of missing components;

- establishment of causal relationships;

- building a logical chain of reasoning.

Communicative universal learning activities:

- arguing your point of view on the choice of grounds and criteria for identifying features, comparing and classifying objects;

- listening to the interlocutor and conducting a dialogue;

- recognizing the possibility of different points of view and the right of everyone to have their own.

Subject results

As a result of studying the material, students should be able to:

- simulate real life situations;

- spend money wisely;

- take good care of things (toys, clothes, shoes) and natural resources.

Calendar-thematic planning.

N / a

Lesson topic

Number of hours

date

How Misha turned from a buyer into a seller.

Where did the honey come from in Misha's store?

Solving economic problems.

As Soroka Mishin praised the goods.

How Misha set the price.

Solving economic problems.

How Misha sold a lot of raspberries.

Why is Misha growing not only raspberries, but also the price.

Solving economic problems.

How Misha got an assistant Woodpecker.

How Misha realized that they love money account.

Solving economic problems.

How Misha learned to divide money.

Misha is a broker.

Solving economic problems.

KSKU for orphans and children left without parental care "Sosnovoborsk orphanage"

educator, S.A. Obukhov,

nomination:

"The best teacher implementing economic education"

Modern family, its income and expenses

The cycle of educational hours

Occupation type: educational hour (3 lessons).

The purpose of the lesson: consolidate knowledge about family relationships, about the role of the family in human life

Tasks:

educational: continue acquaintance with the concepts of "family budget", "expense", "income";

educational: education of economy, prudence;

developing: the formation of economic thinking, the ability to correlate needs and opportunities.

Form of work: collective.

Working methods: conversation, game.

Equipment (technical equipment) and didactic materials: multimedia complexslides, tables and diagrams.

Contingent of participants: educator, pupils of primary school age in the amount of 6 people.

Duration: 30 minutes.

Course of the lesson:

I ... Introductory part

Teacher's message "Modern family, its income and expenses."

Conversation "What is family?"

Target: creating a positive emotional atmosphere and team building.

Didactic means: slides depicting family relationships.

Content of the conversation:

What is a family? For most people, the first community is the Family.A familyis a group of people whose members are related by blood relationship (parents and children, brothers and sisters) or by marriage (husband and wife).

Family poem

Family is work, caring for each other.

Family is a lot of homework.

Family is important!

Family is hard!

But it is impossible to live happily alone!

What important role family in the poem?

Why is the family “difficult”?

Why is it the family that makes a person happy?

Based on the definition of a family, answer how its individual members are related. (see fig. 1)

mom ↔ dad

brother ↔ sister

mom ↔ son

grandfather ↔ grandmother

Figure 1. Family structure

II ... Main part

Lesson 1. from the cycle

Conversation "Proverbs and Sayings about the Family"

Proverbs and sayings:

There is no need for treasure when there is peace in the family.

The porridge is thicker in the family.

The tree is supported by the roots, and the person is kept by the family.

The whole family is together, and the soul is in place.

A land without water is dead, and a person without a family is a barren flower.

Questions for the interview:

How do you understand what is said in these proverbs and sayings?

What other proverbs and sayings about family do you know?

Teacher's message "The basis of the family is love"

The family is based on love. The family loves us the way we are, with all the shortcomings and peculiarities, even when we are wrong or are in a quarrel with someone from our relatives, this love does not go anywhere, it is with us. We can always count on it, we can be sure of it.

All family members are connected by a variety of relationships. It is impossible to remain a separate and independent island in a family. Family ties cover all family members in such a way that each of them is dependent on the other. It is very important that these bonds and relationships are strong. Relationships between family members can develop in different ways. History knows many examples of rather harsh treatment of adolescents, when parents abandoned them to their fate or gave them at the disposal of strangers for ancillary work. There is no such thing today modern society protects the rights of children; the protection of their interests has become a matter of concern on the part of the state.

Issues for discussion:

Look at the photographs (Fig. 2, 3) and answer the following questions:

What qualities of a good family do they depict?

What are the opposite qualities?

Figure 2.

Figure 3.

Output:

Good relationships are one of the conditions for a good family. In such a family, understanding, respect, support, care, responsibility reign. To each of these words must be added the adjective "mutual", since everything in the family is mutual, together.

In a good family, everything is important: how the household is run and how the children are brought up, how the interests of all its members are satisfied and how conflicts are resolved. The creation of such a family is a merit of all its members, and above all adults. After all, the children are already following established standards relationships and respect established family traditions and customs

Exercise 1. Complete the diagram (Figure 4) by answering the following questions:

What qualities should prevail in the family so that everyone is comfortable under the roof of their "home"?

What negative qualities are best left “outside the doorway of the house”?

Figure 4.

Instructions for task 1 .: Pupils from a variety of cards with qualities (kindness, anger, politeness, rudeness, hard work, laziness, etc.) choose the necessary ones and attach them to the house.

Lesson 2. from the cycle

Teacher's message “What is a family budget. Income and expenses"

Task 2. Take a close look at the pictures (Figure 5-9) and describe them using the following questions: What is in the picture? What does the picture “tell” about? How would you use the information you see in the picture?

Figure 5. Family budget: expenses and income

Figure 6. Family budget: concept

Figure 7. Types of family budget

Figure 8. Family budget: income and expenditure side of the family budget

Figure 9. Family Expenses: Personal and General Expenses

Lesson 3. (final) from the cycle

III ... Final part.

Summing up the results of the lesson. Conclusions. Reflection:

Task 3. Look carefully at the picture (Fig. 10) and answer the questions.

Figure 10.

Teacher's message Parable "The Magic Penny"

A boy was walking along the road. Looks - a penny is lying. “Well,” he thought, “and a penny is money!” I took it and put it in my wallet. And he began to think further: “What would I do if I found a thousand rubles? I would buy gifts for my father and mother! " I just thought so, feels - the wallet seems to have become thicker. I looked into it, and there - a thousand rubles. "Strange affair! - the boy wondered. - There was one penny, and now - a thousand rubles! What would I do if I found ten thousand rubles? I would buy a cow and give milk to my parents! " He looks, and he already has ten thousand rubles! "Wonders! - the lucky man was delighted, - What if he found a hundred thousand rubles? I would buy a house, take a wife and put my old people in a new house! " He quickly opened his wallet - and for sure: there are one hundred thousand rubles! Then he wondered: “Maybe not to take my father and mother to the new house? What if my wife doesn't like them? Let them live in the old house. And keeping a cow is troublesome, I'd better buy a goat. And I won't buy a lot of gifts, so the costs are big ... ”And suddenly he feels that the wallet has become light, very light! He got scared, opened it, lo and behold - and there is only one kopeck there, all alone.

Issues for discussion:

What is the basic moral of this parable?

What qualities did the hero of the parable show towards his family?

Task 4. Family is the unity of thoughts and deeds. Look carefully at the picture (Fig. 11) and answer the questions.

How do you understand the expression "family - the unity of thoughts and deeds"?

Why do you think chamomile has become a symbol of a family holiday in Russia?

What symbol of this holiday would you suggest, and why?

Figure 11. Family - the unity of thoughts and deeds

Economic education is a systematic, purposeful impact of society on a person in the interests of forming knowledge, skills, needs, interests and other socio-psychological qualities, and most importantly, a way of thinking and acting, in developing certain traits of an economically educated person that correspond to the nature of the market.

Economic education at school is an organized pedagogical activity, a specially thought out system of work aimed at shaping the economic consciousness of students. In the process of its implementation, schoolchildren master the sum of concepts and ideas about an organized and effective economy, about the development of productive relations, about the current economic mechanism.

Tasks: To form the economic consciousness of children, economic thinking; Arouse a healthy interest in money; Introduce basic economic concepts; Learn to solve the simplest economic problems; Develop logical thinking, observation, replenish active vocabulary, the ability to make inferences; To create conditions for the formation of elementary economic knowledge in children 6 - 8 years old; To teach to understand and appreciate the surrounding objective world (as a result of human labor).

Quiz. What is the difference between a store and a market? What is a supermarket? What was the money for? How does money appear in the wallet? What is rationality? What is economics? What is currency? Name which country this currency is. What is advertising for? What large enterprises of our city do you know?

Theory. 1. How Misha turned from a buyer into a seller. 2. Where did the honey come from in Misha's store? 4. How Soroka Mishin praised the goods. 5. How Misha set the price. 7. How Misha sold many, many raspberries 8. Why is Misha growing not only raspberries, but also the price. 10. How Misha got an assistant Woodpecker. 11. How Misha realized that money is loved by the account 13. How Misha learned to share money. 14. Misha is a broker. 16. About what deficit and overstocking are. 17. How Misha was insured. 19. Why Misha pays taxes. 20. What is a savings bank. 22. Celebration at Misha's store. 23. How Misha planned to arrange a fair in the forest. 25. How Misha decided to build a factory. 26. What Misha needed to make a chair. 28. How Mishutka converted money into capital. 29. How Misha was visited by a foreign guest. 31. How Misha became a shareholder. 32. About how the bank opened in the forest. Practice. Lessons 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 31, 33 - solving economic problems from the book of the wise Owl.

Tasks from the book: 40. Distribute the roles of forest shareholders among your friends. Roll the game die in turn. How many points fall out, so many coins are contributed by each member of the joint-stock company. And in return he gets the same amount of shares. Calculate how many shares were received by Fox, Wolf, Hare, Squirrel. Subtract the amount received from 30 and find out how many shares Misha has left. Now take your vote. Count the number of shares for each shareholder and decide what you will build: a stadium or a cafe? 15. Two businessmen argued: who will get more profit? As a result, one person received 5,000 rubles from the sale of his goods, and his expenses amounted to 30,000 rubles. And the other sold on 1000 rubles less, but also spent 1500 rubles of his own money. Who won the argument?

Conclusion. So, we see how great are the possibilities of the means, forms and methods of school pedagogy for the successful assimilation of elementary economic knowledge by younger schoolchildren. The developed materials can be used in their work by primary school teachers, teachers of additional education.