Financial literacy project. Financial literacy in primary school project

Municipal autonomous educational institution

"Secondary school №8

Labytnangi city, Yamalo-Nenets Autonomous Okrug

Project

"Mopeu & I"

Terzi E.G., head teacher,

economist

2016

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

Design object ………………………………………

Design subject …………………………………… ..

Design hypothesis …………………………………… ..

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

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

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

Justification of the relevance of the project topic

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

The main idea of this innovative project

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

Design object:

school of financial literacy for students in grades 1-11

comprehensive school.

Design subject:

Formation of children's financial literacy as an important means of long-term recovery of the global financial system, an effective measure to improve the quality of life and financial security of the population and future generations of citizens by creating a school of financial literacy.

Design hypothesis: creation of a school of financial literacywill provide :

motivating students to think about financial aspects your future,responsibly plan lifecycle needs.;

improving the quality of knowledge in mathematics;

Purpose and objectives of the project:

Target: develop and implement a model of a school of financial literacy for schoolchildren,aimed at fostering sound financial behavior and a responsible attitude towards personal finances in them, as well as improving the protection of the rights of consumers of financial services.

Tasks:

Create a school of financial literacy

Organizeactivities aimed at raising awareness among students about Russian financial system, its structure, functions and tools.

Foster active financial behavior in students.

3. Expected results:

Opening a school of financial literacy will provide

Nurturing personal financial security

It will contribute to the self-determination of students in the choice of their future profession.

Provides the integration of subjects in the school: mathematics and financial literacy lessons

Provides the creation and testing of new copyright programs.

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

Will update the content of educational work;

Provide continuity in the organization and content of the educational process in primary and secondary schools;

Action plan for project implementation

Events

The timing

Responsible

Project development

Model for creating a school of financial literacy

"" Mopeu & I ","

September

Development of extracurricular activities for financial literacy

September

Organization of extracurricular activities

Conducting the autumn session of the Project

"Online lessons of FG"

September

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

According to a separate schedule

Excursions to financial institutions

for the purpose of acquaintance with banking products and vocational guidance of schoolchildren

Participation in school intellectual competitions

Under contract

The activities of the project are aimed at forming in preschoolers the necessary ideas about the financial component of a modern family, the organization of the material side of the surrounding space. The project provides for close contact between children, educators and parents, which makes it easier for children to perceive new material.

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CONTENTS

Introduction …………………………………………………………………… ...... p. 2

Relevance of the project ………………………………………………………… .p. 3

Purpose, tasks of the project …………………………………………………………… p. 4

Project participants …………………………………………………………… ..p. 4

Project stages …………………………………………………………………… ..p. 5

Expected results ……………………………………………………… ... p. 5

Thematic plan of work with children ……………………………………… ..p. 6-7

Conclusion ……………………………………………………………………… ..p. eight

References …………………………………………………………… ..p. 9

Appendix ……………………………………………………………… ... p. 10-20

Introduction

The project for the formation of financial literacy "Young financier" includes the following information:

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

The project was drawn up in accordance with the principles determined by the Federal State Educational Standard preschool education(hereinafter FGOS DO).

The project for the formation of financial literacy "Little financier" was developed with the aim of financial education of older children preschool age within the framework of complex thematic planning of educational activities.

The project provides for close contact between children, educators and parents, which makes it easier for children to perceive new material.

This project will be implemented with the pupils of the MOAU Secondary School No. 5 named after K.N. Chubarova, Svobodny (preschool education)

Relevance

A low level of financial literacy negatively affects the personal well-being and financial potential of households, hinders the development of the financial market, inhibits investment processes in the economy and leads to a deterioration in the socio-economic situation of the country. The problem is associated with the fragmented nature of teaching the basics of financial literacy in educational institutions, the lack of clear and accessible curricula and educational materials for all segments of the population, the lack of qualified teachers of the basics of financial literacy. This entails a lack or lack of skills and competencies required to effective management personal finance, making an informed choice of financial services, interacting with financial institutions, bodies and organizations that protect the rights of consumers of financial services.

Financial education and economic education is a relatively new direction in preschool pedagogy. Numerous studies recent years testify to the need to introduce economic education from preschool age, when children receive the primary experience of participation in elementary economic relations, they are introduced to the world of economic reality.

The content of the project, in accordance with the Federal State Educational Standard of DO, ensures the development of the personality, motivation and abilities of children in different types activities and covers the following structural units representing certain areas of development and education of children: social and communicative development; cognitive development; speech development; artistic and aesthetic development.

Formulation of the problem

Help preschool children form ideas about economic concepts: economy, needs, norms of life, money, goods, price in accordance with their age characteristics.

Objective of the project: promoting financial education and upbringing of preschool children, creating the necessary motivation to improve their financial literacy.

Tasks:

Form the foundations of financial literacy in preschoolers;
To develop the foundations of financial literacy of preschoolers by means of various types of children's activities;
Improve the communication skills of children;
Promote children's interest in professional activity adults.
Develop the ability to creatively approach the solution of situations of financial relations through game actions.

Project participants:

older preschool children (5-7 years old);
group educators;
parents.

Terms of project implementation:short-term (within one week)

Project type: information-practice-oriented

Project stages:

Stage 1 - Organizational:

study of reference, methodological, encyclopedic literature, collection of material necessary to achieve the goal of the project.
informing parents about planning work with children under the Little Financier project.
selection of fiction for children on the selected topic.
selection necessary equipment and manuals for practical enrichment of the project.
Creation of a developing environment on the topic.

Stage 2 - Practical:implementation of project activities in the form joint activities educator with children. This is the use of handouts in accordance with the theme of the project, the production of manuals for classes and attributes for games; reading fiction, watching cartoons (Lessons from Aunt Owl), presentations, conversations, excursions, didactic games, artistic creativity, solving problem situations, role-playing games, game situations, productive activities.

Stage 3 - Final:Summing up the results of the project in the form of an intellectual and educational game "Traveling around the country Economy"

Estimated results

Children acquire primary financial experience, learn to establish reasonable financial relationships in various spheres of life.

Parents receive additional knowledge to educate children in financial literacy.
Teachers will receive a system of work to shape the financial experience of children.

Action plan for financial literacy of children

Monday:

The teacher's story about money, about the price of goods

Demonstration of the presentation "History of Money"

Watching the cartoon "How the old man sold a cow"

GCD "The house in which money" lives "

Tasks: give initial knowledge about the bank (the bank accepts money for safekeeping, issues money to depositors, lends money).

Material: comic strip "Once upon a time there was a money", pictures with the image of heroes.

Game "Buy a gift for a friend" [see. Appendix No. 2]

Target : to teach how to select coins of different denominations, which together make up the price of a gift.

Tuesday:

Reading works by A. Romanov "Miracles in the wallet", K. Chukovsky "Fly-Tsokotukha".

GCD "Family Income"

Tasks: to acquaint children with the individual components of family income: salary, pension, scholarship; to clarify the idea of pupils about the dynamics of income, expenses; develop memory, thinking, logic, attention; foster respect for people who make money.

Productive activity: making checks, bank cards for the supermarket s / r game.

D \ and "Guess where they are sold" [see. Appendix No. 2]

Target:

Wednesday:

"Presentation of the family budget"

Plot- role-playing game"Supermarket";

GCD "Travel of money"

D \ and "What will they buy faster?" Appendix No. 2]

Target:

Thursday:

The solution to the problem situation "I want it and I must" [see. Appendix No. 2]

Presentation "Discovery route" ATM "

Productive activity: making crafts for the fair

D \ I "Who works, who plays" [see. Appendix No. 2]

Target: to consolidate children's ideas about the difference between work and play (work - non-work)

Friday:

Discussion with children "Good - bad" - on the topic "About advertising a product"

[cm. Appendix No. 2]

Viewing the cartoon "Barboskins and Advertising". Game situation "Advertising company" - children choose a product and advertise it for the purpose of selling.

"Crafts Fair" - to learn to set your own price trying to sell the "product" at your own price.

GCD "Travel to the country of Economics" [see. Appendix No. 3]

In the future, you can organize work with children in the following areas:

money "grows" if it is not kept in a bank - a piggy bank, but in the Bank;
authoritative qualities of a person-owner: thrift, prudence, frugality, hard work, but at the same time generosity, nobility, honesty, empathy, mercy, examples of patronage, material assistance, support, etc.,
rules of behavior in real life situations.

The most important effect that we expect from the implementation of this project is the beginning of interaction between children and parents in the field of personal finance. In the classroom in a playful way, through an interesting and informative plot, children get acquainted with complex financial concepts, and at home, together with their parents, they carry out tasks on financial literacy. In the classroom, the teacher gives them knowledge, but children can get the correct skills in dealing with personal finances only in the family.

We expect that preschoolers will receive necessary knowledge, but also parents will be interested in the issues of financial literacy.

List of used literary sources

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

Anoshina L.M. Economic education of senior preschoolers in the process of familiarization with new professions // Kindergarten from A to Z. 2003. №4. p.103.
Belokashina S.V. Economy and children. Proverbs and Sayings // Preschool Pedagogy. 2009. No. 7. page 8.
For preschoolers about the economy: a guide for teachers of institutions providing preschool education / E.N. Tabikh. - Minsk: Vysh. shk., 2007. - 48 p .: ill.
We play economics: complex lessons, role-playing games and didactic games / author - comp. L.G. Kireeva. - Volgograd: Teacher, 2008. - 169 p.
Lushnikova E.V. How we play in the economy // Educator of the preschool educational institution "SC SPHERE" M .; 2008. No. 11. p.75.
Smolentseva A.A. Introduction to the world of economics, or How we play economics: Study guide, - SPb .: "Childhood - press", 2001. - 176p.
Smolentseva A.A. We acquaint the preschooler with the basics of economics with the help of fairy tales. M .: ARKTI, 2006 .-- 88 p.
Smolentseva A.A. Problem-playing technology of economic education of preschoolers // Kindergarten from A to Ya. 2003. No. 4. p.63.
Yagunova N.M. Introducing preschoolers to the economy in creative activities // Kindergarten from A to Ya. 2003. No. 4. p.128.

Internet resources

https://www.minfin.ru/ru/document

https://dohcolonoc.ru/

http://e.stvospitatel.ru/

Appendix No. 1

Why does a child need financial literacy?

« If you want to be rich, you need to be financially literate. "

Robert Kiyosaki

Parents, raising their child, try to give him all the best. They give it to various circles, teach politeness, manners and much more, but most are completely irresponsible in approaching such an important issue as financial literacy. In order for a child to live a comfortable, prosperous life in the future, parents should explain to their children the following questions about money:

1. What is money

2. Where to get them

3. How to properly dispose of them

If the child does not form the correct idea of money, then he will have his own, often wrong opinion. Children should be aware that money is earned by their own labor.

Financial literacy is a special quality of a person that is formed from a very young age and shows the ability to independently earn money and manage it competently.

It is best to start learning how to handle money at the age of five, since from that moment the child is ready to start learning something new.

Between 5 and 7 years old it is necessary to introduce the concept of labor to the child. The kid should begin to understand that income is the result. labor activity... The child needs to know about what profession his parents are engaged in. Before the child, it is important to share the successes of your career.

When the child starts school, he should already be able to shop. A school cafeteria can serve as a place for learning, so

how you can visually show in it how money looks, the process of their exchange and the moment of issuing change.

Between 7 and 9 years old should be taught how to shop in large stores. The child needs to visually introduce such a concept as "Check". You need to give him a little more money than you need and send him to the store for some purchase, but on the condition that he must bring a check. A favorable outcome will be if the child brings the product and the correct change. As a result, the change, as a reward, can be given to the child.

At each stage of education, parents are required to exercise control. If the child is wrong, then aggression is not an option. On the contrary, it is necessary to help, but it is also not worth doing everything for him, since he should develop independence in decision-making.

Explain to your child what money is and where it comes from

Instructions to be followed so that the child understands what money is:

First, the children need to be shown coins and bills so that he carefully examines them. While he is getting to know them, it is necessary to explain to him that goods are bought for money in stores;

When a parent buys a toy for a child, you can put bills in the child's hand so that he himself pays for the purchase at the checkout. Thus, he will understand that things have to be paid for;

The child needs to purchase a small piggy bank and put coins in it, so he will not only understand the value of money, but also learn how to store and save them;

In order for the child to understand where the parents' money comes from, he needs to talk more often about his work. Talk about what you do there, what benefits you bring and what successes you have. It is important to emphasize that for the work done, you get a certain amount of money. When the child grows up a little, you need to introduce him to credit cards and show the procedure for withdrawing cash using an ATM;

You should never use money as an incentive. If you do this, then the child will have a wrong idea about money, and he will most likely grow up financially illiterate, since for him money will not be a reward for work, but a tool for manipulating people;

In order for a child to really understand what money is and how valuable it is in a family, it is necessary to show him everything by example. Let's say his toy is broken. You don't have to immediately run to the store and buy a new one. Let him understand that money is not unlimited and is earned by labor.

Talk to your children when they go shopping with them.
Take your child to the bank.
Talk to your children about investing money.
Determine the rate of issue of money, and present the child with a piggy bank.
Teach children to make money.
Help the children define a goal for which they will save money.
Show your child how to use a credit card.
Get the kids involved in family budgeting and vacation planning.
Teach the children about donating to charitable causes.
Be an example to your child.

I wish you success in the process of developing financial literacy!

Appendix No. 2

Games with economic content

Game "I want - it is necessary"

Target: to acquaint children with a variety of needs and disabilities. To teach to define the difference between "I want" and "I must".
Rules: determine which concept - "want" or "need" - refers to the object depicted on the card, and glue the picture on the corresponding panel.
TSO: cards depicting a house, clothing, food, water, cat, dog, bicycle, sweets, ice cream, car, doll, computer, TV, flowers, etc.; playing field.

Game "Buy a gift for a friend"

Target: to teach how to select coins of different denominations, which together make up the price of a gift.
Rules: choose a gift, determine the value and select the appropriate coins. The one who pays the corresponding price for the goods buys.
TSO: card with "gifts" and price tags, coins of different denominations, pencils of different colors.

"Who's doing what?"

Target: to expand the knowledge of children about professions and work activities; foster interest in new professions, respect for the work of adults.

Rules: Children select the tools (pictures) that are necessary for the work of people of those professions that are depicted in the plot pictures.

TSO: cards with the image of the profession (salesman, cook, cashier, artist, banker) and labor action(weighs goods, prepares food, draws, talks, counts out money, shows advertising samples, etc.).

"Guess where they are sold"

Target: teach children to correlate the name of the store with the goods that are sold in it; develop the ability to generalize groups of objects.

Rules: Establish a relationship between the name of the store and the goods that are sold in it.

TSO: pictures depicting vegetables, fruits, furniture, shoes, etc.

"A toy shop"

Target: To enable children to practically carry out the process of buying and selling; develop the ability to "see" the product: material, place of production, price (value).

Rules: The child counts off a certain amount of money and buys a toy. As the toys are sold out, the seller adds new ones.

TSO: Various toys, price tags, trademarks, play money.

"What will they buy faster?"

Target: To develop the ability to establish a relationship between the quality of a product, its price (value) and demand for it.

Rules: The child is offered a pair of cards with the image of the same products. Of the two proposed items, the child chooses the one that will be bought faster, and explains the reason for his choice.

TSO: cards depicting high-quality and low-quality goods (a dress for a doll, one of them is missing a few buttons); boots (one has no lace).

"Monopoly"

Purpose of the game: you need to make the most money by the time one of the players goes bankrupt. To make money, you need to place your ticket booths on the amusement sectors and sell tickets (analogous to taxes) when other players find themselves on these fields.

Appendix No. 3

Abstract of the GCD "Travel to the Country of Economy"

Tasks:

To teach to highlight the main direction of the use of money by people.
To consolidate the concept of family income, family budget.
To expand knowledge about producers of goods and services
Exercise children in solving economic problems.
To cultivate respect, the ability to appreciate the work of adults.

Preliminary work:

Parents' stories about the family budget, about their professions.
Conversation on the topic "Not everything is bought and sold"
Organization of game activities: C / role-playing games "Family", "Library", "Hospital", "Hairdresser", "Shop", "Builders" ...
Reading fiction V. Permyak "What are hands for?" V. Mayakovsky "Who to be?"
Memorizing proverbs on the topic
Excursion to the store, to the post office, to the library.

Material:

a flying carpet, a basket with puzzles, coins, money, attributes for the game "Shop" (toys, price tags), cards depicting professions and their results of labor, pictures for the game "What is on sale and not for sale", a large drawn wallet, Crocodile Gena , Cheburashka, Rat Lariska, Shapoklyak (toys or pictures), musical accompaniment, multimedia equipment.

Stroke

V-l: Guys, today I invite you to take a trip around the country "Economy". It's very interesting there. Want to?

Children: Yes.

V-l: What do you think, on what you can go on a trip?

Children: list the modes of transport.

V-l: Tell me, what did the well-known Old Man-Hottabych travel on?

Children: on a flying carpet.

V-l: Let's take an airplane carpet trip today

V-l: We fly over fields, over meadows, over wide rivers and forests.

We arrived at the clearing. Look, a magic tree grows on it. Let's see what it has in store for us. Under the tree is an envelope, and in it is a letter. Let's read it now.

"Hello guys! The gnome Economy is addressing you. The country's economy will face difficult trials. To walk through it, you need to be smart, decisive, skillful and not be afraid of anything. You will find quests under my magic tree. Good luck! Gnome Economy "

V-l: Guys, are you not afraid of difficulties? And where can there be tasks here? Here is the basket, and in it lie air balloons, and the tasks are inside the balls. We will pop the balloon with the corresponding number and get the task.(We call the number, we pop the ball)

V-l: The first stop is called"Budget". On it we will talk about the budget. Guys, tell me, what is the family budget?

Children: This is all the money that all family members have earned.

Music from the cartoon about Crocodile Gene sounds.

V-l: Let's talk with you about the budget of the Gena crocodile family.

“Once the old woman Shapoklyak, the crocodile Gena, Cheburashka and the rat Lariska became friends and began to live together. And everything worked out for them. Crocodile Gena got a job at the zoo, received for this .... what?

Children: Crocodile Gena received a salary.

V-l: Guys, who in your family gets paid?

Children: dad, mom, grandma ...

V-l: What do they get paid for?

Children: for the work done(children read poetry)

1.A month has passed

What I'm very happy about

After all, to my parents

The salary is paid.

2. Payday has arrived

Dad went to the store.

Mom's wardrobe has been replenished

And I got the plane.

V-l: Cheburashka studied at a flight school to become a pilot. Cheburashka was paid for studying, what do you think?

Children: Cheburashka was paid a scholarship for study (children read poetry)

1.Today is the first day,

Which I am very happy about:

After all, it receives on this day

Scholarship my brother ...

2. I explained to my friends,

Let all the guys know

That, in essence, the scholarship is

Student salary.

3. Students for academic work

The scholarship has been awarded.

Brother will buy many books for himself,

And I have ice cream!

V-l: That's right, well done. The old woman Shapoklyak no longer worked, sat at home, led household and received from the State .... What?

Children: The old woman Shapoklyak receives a pension(children read poetry)

1 my grandfather and grandmother

Worked hard from the heart.

For many years they tried

So the pensions have arrived.

Of course, grandfather from retirement

Will buy yummy sweets.

I always go to visit them,

I help as much as I can.

V-l: Right. Once the rat Lariska also came up with an occupation. She began to grow flowers near the house. The flowers were of extraordinary beauty, a lot of them grew. At the family council, it was decided to sell flowers in the market. From the sale of flowers, she received ... what?

Children: selling flowers, old woman Shapoklyak received money

V-l: Right. Do you think the income of the Gena Crocodile family will become more or less if Lariska sells flowers?

Children: the income will be greater.

V-l: All the money earned by the Gena Crocodile family is the income of his family. Let's calculate how much his family's income is.

(Children count up to 10) (The whole story is accompanied by the display of pictures

and putting coins in a common "wallet")

V-l: well done guys, you did a good job with the task. And now I propose to go further.

(Children get on the flying carpet, imitate flying to the music).

V-l: We pop the ball under number 2. Stop"Cash". On it we will talk about money. Tell me, what do people get money for?

Children: people get paid for their work.

V-l : What is money for?

Children: buy groceries, pay rent, pay for treatment, pay for kindergarten, go to the cinema, go to a cafe, pay for transport

V-l: That's right, well done. You all know what money is for. Now, guess the riddle:

Guess what it's called

What kind of money is being sold.

This is not a wonderful gift

But simply - simply .... (product)

V-l: guys, tell me if everything in the world can be bought and sold?

Children: No.

Game "What is for sale, what is not for sale"[cm. Appendix No. 2]

V-l: You have done a wonderful job with the task, let's go further.

(Children get on the flying carpet, imitate flying to the music).

V-l: The third stop is called"Labor"

I want to please you that at this stop for your work you will receive coins that will still be useful to you.

Hardworking people live in this country. And the dwarf Econom is asking you to callproverbs about laborwhich they came up with?

(children receive coins for correct answers)

Children :

As a worker is, such is his pay.
The master's work is afraid.
Small business is better than big idleness.
It is not easy to make money, but it is easy to live.
He who loves to work has something to be proud of.
Labor feeds, but laziness spoils.
Patience and work will grind everything.
You can't get a fish out of the pond without difficulty.
Who does not work shall not eat.
He who sits on the stove does not eat rolls.

V-l: Well done, they named a lot of proverbs. Guys, let's remember what professions are. And for this we will playinto the game "Riddles".

(The teacher makes riddles, the children guess and get coins)

Who teaches you to read, write, so that you can become smart Who will sell you cottage cheese, sausages and "Whiskas" for your favorite pussy?
Who will nail your heel, insert the clasp into your boot?
Who checks tickets, kicks out those who don't have tickets?
Who sews a sundress from fabric for Tanya?
Who will cure all diseases and know what is better for whom?
Who guards the borders and protects our sleep?
Who teaches to speak purely and pronounce all sounds?
Who flies into space in a fast rocket and sees the earth like a globe?

V-l: Well done boys. I propose to play the game "Who produces what?"

[cm. Appendix No. 2](Children select professions for the picture - its result of labor)The teacher draws the attention of the children to the box. They open it, and there are economic problems in it.

(Children solve problems and receive coins for correct answers.)

V-l: Well done, they did a nice job. They guessed all the riddles, solved the problems, coped with all the tasks, and even earned money. And it's time for us to return to kindergarten.

The teacher draws the attention of children to a beautiful box. They open it, and there is a letter in it, read it out

"Guys! I congratulate you all! I am glad that you were not afraid of difficulties, that you passed all the tests and helped each other. And as a reward for this, I have prepared this unusual box with prizes for you ”.

(Encouraging children. Children fly away to music on a flying carpet)

and spend them in the "Store"

(Game "Shop)

Children correlate the number of coins with the price of the product and

buy one item or more.

Evgeniya Korkunova
Financial literacy project "Little Economist"

Objective: To promote financial education and upbringing of preschool children, creating the necessary motivation to improve their financial literacy.

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

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

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

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

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

Duration of the project: short term

Project type: creative - cognitive.

Project participants: children of the preparatory group; group educators; workers kindergarten; parents.

STAGES OF WORK ON THE PROJECT.

Preparatory stage

During this stage, preliminary work is carried out:

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

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

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

4) Creation of an educational environment, introduction of games on the topic, didactic, plot-role.

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

The main stage

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

Activities for working with children:

reading fiction,

watching cartoons and multimedia presentations,

excursions,

observation,

Painting,

applications,

didactic games.

1) Activities for working with teachers and parents:

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

using a multimedia presentation,

production of manuals for classes and attributes for games

The final stage

On the third, the final stage the results of the work are summarized:

1) Making an album "Store", a menu for "Cafe", other material for role-playing games.

2) Registration of the photo of the exhibition.

3) Involvement of parents in the role-playing game "Shop".

Expected results of this project:

Preschoolers acquire primary economic experience, learn

establish reasonable economic relations in various fields

life activity;

Parents receive additional knowledge on the economic education of children;

The preschool educational institution will have a generalized experience in this

Problems;

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

1. "In the store" Purpose: To reinforce the knowledge of the children about grocery stores.

2. "All professions are important" Purpose: Consolidation of knowledge about professions - salesperson, administrator, cashier, director and their responsibilities.

3. "Money" Purpose: To continue to consolidate children's knowledge about money.

Counseling for parents:

1. "We play with children."

2. "Role-playing games in children's lives"

3. "Role-playing game as a means of all-round development of the child"

4. "Adults, children, play"

Artistic activity:

1. Production of signs, checks, invitations to open a store, plastic cards for the game "Shop"

1. Role-playing game with parents "Supermarket"

GCD "Acquaintance with money"

Introduce children to the money that was with ancient man to our times;

To acquaint children with money in denominations of 1,2,5,10 rubles, 1,5.10 kopecks;

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

Learn to establish the relationship between coins and numbers;

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

Learn to make various combinations from the available set of coins;

Enrich the active vocabulary;

Event progress:

Vos-l: Hello guys. Look who came to visit us?

Children: Cat.

Q: That's right, this is a Scientist cat, he knows everything.

K: Hello guys. Do you like to guess riddles?

D: Hello

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

Answer options.

D: Answer options.

K: Where do we pay with money?

D: Answer options.

K: We put them in the wallet,

We go to the store with them. (Money)

Q: Right, guys. We wish we could get into the store, but you can get there with the help of one magic item. What do you think? (Flower - seven-flower) Guys, but we need to tear it off and say the magic words. Tear off and speak the words. "FINDED" in the ancient world.

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

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

D / i: "What was when?"

Rules: Choose from several pictures what could be money.

Fizminutka: "Orange"

We shared an orange

There are many of us, but he is one.

This slice is for a hedgehog,

This slice is for a swift,

This slice is for ducklings

This slice is for kittens,

This slice is for the beaver,

And for the wolf. peel.

He is angry with us - trouble!

Run in all directions.

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

What desires did the girl have?

K: Was it possible to do without Flower? How could the girl's wishes be fulfilled?

Q: We went to buy products:

Milk, sour cream, fruits.

We carry everything to the checkout in the basket.

We're in the grocery. Store

Q: What was the girl from the fairy tale thinking?

D: Dolls, steering wheels, bicycles.

K: Guys, let's draw with you what the girl can imagine.

Drawing with colored pencils the objects that the girl made with the help of a flower.

The scientist cat examines the drawings of children.

"Excursion to the store"

Objective: To continue to introduce children to socially significant buildings

the city of their destination is the "Products" store;

professions of people grocery store seller,

Tour progress:

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

children's answers

Q: Right. There is always a price tag next to the product, on which the price is written.

What can they sell to children?

Children's answers.

Q: That's right, they can sell bread, milk, candy to children.

What should we do when we have taken the goods?

D: Go to the checkout with him.

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

D: Seller

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

Q: And then what do we do?

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

Where do we get the money from?

Children's answers

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

Shop excursion

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

D: food, groceries, tea, etc.

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

Let's buy marmalade with you. We have chosen a product. What should we do next?

D: Go to the checkout and pay.

Q: We leave the store. Who remembered with what money we paid?

Q: Guys, who are moms already sending to the store?

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

What can we do to make sure we don't forget the items we need to buy?

Children's answers

Q: It is necessary to use the money carefully so that it does not get lost.

Role-playing game "Victoria"

Purpose: to consolidate the knowledge of children

In the 2015/2016 academic year in 8 Kaliningrad educational institutions passed the approbation of an experimental course on financial literacy for schoolchildren.

Simultaneously with the Kaliningrad region, financial literacy classes were tested in four more regions participating in the Project: Volgograd, Arkhangelsk regions, as well as in the Altai and Krasnodar regions.

In our region, nine general education educational institutions: schools No. 12, 31 and 47 of the city of Kaliningrad, Lugovsk school of the Guryevsky district, lyceum No. 10 of the city of Sovetsk, Cadet corps named after A. First-Called, as well as the College of Service and Tourism and the College of Entrepreneurship. In total, over 1000 students took part in the financial literacy classes.

In the school curriculum, 17 teaching hours were provided for experimental lessons (that is, 1 hour per week), twice the number for grades 10-11 - 34 hours (2 hours per week). At the same time, teaching materials for grades 10-11 are distributed by profile: for economic, legal, mathematical profile and basic level.

The course provided for two stages of monitoring the level of financial literacy of teachers and parents: "entrance" (preliminary) and final testing.

In total, 83 textbooks were developed to test the lessons, which are included in 17 educational and methodological sets. Specially designed textbooks on financial literacy are provided for different groups of students: grades 2-4, grades 5-7, grades 8-9 and grades 10-11 of secondary schools, as well as students of secondary institutions vocational education and boarding school students. Also developed guidelines for teachers, test and measurement materials, didactic materials for parents and manuals for individual work... For individual lessons, the materials are divided into modules: "Banks", "Stock Market", "Own Business", "Financial Risks", "Insurance", "Pension Security".

Based on the results of the approbation, the experience of the regions in which the approbation was carried out will be taken into account, the training materials will be corrected and distributed throughout Russia by the end of 2018.

Teaching materials are available for download:

2 - 4 classes of general education organization (initial stage)

The course program is designed for grades 2–3 (by S. Fedin) and grade 4 (by G. Gloveli). The program specifies the goals and objectives of the course, the planned educational results and the system of their assessment, describes the forms and methods of organizing the educational process, and also provides a list of educational and methodological and material and technical resources.

Financial Literacy: Resources for Students. 2, 3 classes of a general educational organization. In 2 parts

Starting to study at school, the child takes the first steps into adulthood. In order for him not to get lost in it and become a financially successful person in the future, he needs to master the alphabet of financial literacy and learn how to count money. This manual will help him in this. In an entertaining form, the initial basic concepts from the world of money are presented here and their role in our life is shown; it tells what the money is spent on, how to manage it wisely, how to protect yourself from fraudsters, and much more.

Financial Literacy: Resources for Students. 4th grade general education organization

From this book, students will learn about the world of money: how and where it came from, what they are, what is the difference between cash and non-cash money, what is a family budget and why it is important to plan it correctly, how people increase their income, how to protect themselves from fraudsters and about many other things.

5 - 7 grades of a general educational organization (basic general education)

The manuals tell about the complex world of money and the basic rules of human behavior in it. It explains in detail where the family income comes from, what the family budget is and why it is important to plan it correctly. A significant place is given to the protection of a person from the risk of losing money and property, the interaction of the state and the family, the possibility of improving the financial condition of a person at the expense of the organization own business... The manuals are written in an easy, well-understandable language for schoolchildren and can serve as a basis for conducting classes in the classroom, preparing independent projects and solving financial tasks together with parents.

8 - 9 grades of a general educational organization (basic general education)

The materials are designed to familiarize adolescents with the basics of rational financial behavior - how to reasonably organize and optimize the future family budget, what needs to be done to improve personal and family well-being, why it is important to foresee the possibility of financial losses and how to minimize them, how to learn how to manage your finances from a young age in order to have comfortable old age, etc.

10-11 grades of a general educational organization (secondary general education)

The manuals in an accessible form set out the main aspects of personal finance management, taking into account modern trends development of the financial sector of the economy and current legislation. The tasks contained in the manual are aimed at developing the cognitive activity of students, independence and initiative in the field of personal finance management.

10 - 11 classes of a general educational organization. Mathematical profile (secondary general education)

The manual contains mathematical description issues traditional for disciplines on financial literacy: simple and compound interest, accounting for financial flows at different times, calculating the price of financial instruments and evaluating investment projects. A significant place is given to examples of problem solving. To describe and assess the risks associated with financial transactions, the concepts of probability theory and mathematical statistics are actively used. The materials are redundant and suggest the student's ability to independently master the sections related to the theory of probability and statistics.

10 - 11 classes of a general educational organization. Economic profile (secondary general education)

The course is devoted to the key issues of the functioning of modern financial institutions and the mechanisms of human interaction with them. The course examines such financial concepts as commercial banks, investment funds, the securities market, the tax system, pension funds and others, their essence is revealed and their place in the financial life of modern Russia is shown.

Student Financial Literacy Curriculum Materials educational organizations secondary vocational education

The manuals in a simple and accessible form set out the issues of the financial well-being of the family and orders in cash... In addition to such standard topics as savings, credit, insurance, taxes and pensions, discussed in the manual, legal aspects the relationship of employees with the employer, employment issues and career growth, organizations of private entrepreneurship, measures to protect against financial fraud, etc. Participating in the analysis of real life situations and business cases, in group projects and discussions and completing tasks for the search and analysis of data, students prepare to use the knowledge gained in practice.