Ready-made financial literacy projects. A project to develop financial literacy in children of senior preschool age, a project on the world around us (preparatory group) on the topic. Network interaction within the framework of the project

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

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CONTENTS

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

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

Goal, objectives of the project……………………………………………………………p. 4

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

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

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

Thematic plan for working with children…………………………………………..p. 6-7

Conclusion…………………………………………………………………………………..p. 8

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

Appendix…………………………………………………………………...page. 10-20

Introduction

The “Young Financier” financial literacy project includes the following information:

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

The project is compiled in accordance with the principles defined by the Federal State Educational Standard preschool education(hereinafter referred to as Federal State Educational Standards).

The “Little Financier” financial literacy project was developed for the purpose of financial education for older children. before school age within the framework of comprehensive thematic planning of educational activities.

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

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

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

Relevance

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

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

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

Formulation of the problem

To help preschool children form ideas about economic concepts: economics, needs, standards of living, money, goods, price in accordance with their age characteristics.

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

Tasks:

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

Project participants:

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

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

Project type: information-practice-oriented

Project stages:

Stage 1 – Organizational:

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

Stage 2 – Practical:implementation of project activities in the form joint activities teacher with children. This is the use 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 “Travel around the Country Economy”

Expected Results

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

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

Action plan for children's financial literacy

Monday:

Teacher's story about money, about the price of goods

Demonstration of the presentation “The History of Money”

Watching the cartoon “How an Old Man Sold a Cow”

GCD “The house where money “lives””

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

Material: comic book “Once upon a time there was money”, pictures depicting heroes.

Game “Buy a friend a gift” [see. Appendix No. 2]

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

Tuesday:

Reading the works of A. Romanov “Miracles in the Wallet”, K. Chukovsky “The Fly-Tsokotukha”.

GCD "Family income"

Tasks: introduce children to the individual components of family income: salary, pension, scholarship; clarify students’ understanding of the dynamics of income and expenses; develop memory, thinking, logic, attention; develop respect for people who earn money.

Productive activity: making checks, bank cards for the S/R game “Supermarket”.

D\i “Guess where they are sold” [see. Appendix No. 2]

Target:

Wednesday:

"Presentation family budget"

Role-playing game "Supermarket";

GCD "Journey of Money"

D\i “What will they buy faster?” [see. Appendix No. 2]

Target:

Thursday:

Solving the problem situation “I want and need” [see. Appendix No. 2]

Presentation “Educational route “ATM””

Productive activity: making crafts for the fair

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

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

Friday:

Discussion with children “Good - bad” - on the topic “About product advertising”

[cm. Appendix No. 2]

Watching the cartoon “Barboskins and Advertising.” Game situation “Advertising company” - children choose a product and advertise it with the aim of selling it.

“Craft Fair” - learn to set your own price, trying to sell the “product” at your own price.

GCD “Travel to the Country of Economics” [see. Appendix No. 3]

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

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

The most important effect that we expect from the implementation of this project is the beginning of interaction between children and parents in the field of personal finance. In classes, in a playful way, through an interesting and educational story, children become familiar with complex financial concepts, and at home, together with their parents, complete financial literacy tasks. In classes, the teacher gives them knowledge, but children can only get the right skills in handling personal finances in the family.

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

List of references used

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

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

Internet resources

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

https://dohcolonoc.ru/

http://e.stvospitatel.ru/

application no. 1

Why does a child need financial literacy?

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

Robert Kiyosaki

Parents, raising their child, try to give him the best. They send him to various clubs, teach him politeness, manners and much more, but most of them approach this completely irresponsibly important issue like financial literacy. In order for the child to live a comfortable, prosperous life in the future, parents must explain to their children the following questions about money:

1. What is money

2. Where to get them

3. How to properly dispose of them

If a child does not form the correct idea about money, then he will develop his own, often incorrect, opinion. Children must realize that cash earned through their own labor.

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

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

Between 5 and 7 years It is necessary to introduce the child to the concept of work. The child must begin to understand that income is the result of work. A child needs to know what profession his parents do. It is important for your child to share the successes of your career.

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

how it can clearly show what money looks like, the process of exchanging it and the moment of issuing change.

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

At every stage of education, parents are required to exercise control. If a child makes a mistake, then aggression is not the answer. On the contrary, you need to help, but you shouldn’t do everything for him either, since he must develop independent decision-making.

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

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

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

When a parent buys a toy for a child, you can put bills in the child’s hand so that he can pay for the purchase at the checkout. In this way, he will understand that things need to be paid for;

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

For a child to understand where their parents get their money, they need to talk about their work more often. Talk about what you do there, what benefits you bring and what successes you have. It is important to emphasize that for the work done, you receive a certain amount of money. When the child gets a little older, it is necessary to introduce him to credit cards and show him the procedure for withdrawing cash using an ATM;

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

In order for a child to really understand what money is and how valuable it is in a family, it is necessary to show him everything by example. Let's say his toy breaks. No need to immediately run to the store and buy a new one. Let him understand that money is not unlimited and is earned through hard work.

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

Good luck to you in the process of developing financial literacy!

application no. 2

Games with economic content

Game “I want - I need”

Target: introduce children to the diversity of needs and disabilities. Learn to determine the difference between “want” and “need”.
Rules: determine which concept - “want” or “need” - the object depicted on the card refers to, and glue the picture to the corresponding panel.
TCO: cards depicting a house, clothes, food, water, cat, dog, bicycle, sweets, ice cream, car, doll, computer, TV, flowers, etc.; playing field.

Game "Buy a friend a gift"

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

"Who's doing what?"

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

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

TCO: cards depicting a profession (salesman, cook, cashier, artist, banker) and labor action (weighs goods, prepares food, draws, talks, counts out money, shows advertising samples and etc.).

"Guess where they sell"

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

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

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

"A toy shop"

Target: Give children the opportunity to practically carry out the buying and selling process; develop the ability to “see” a product: material, place of production, price (cost).

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

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

“What will they buy faster?”

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

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

TCO: cards with images of high-quality and low-quality goods (a dress for a doll, one of them is missing several buttons); boots (one has no laces).

"Monopoly"

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

application No. 3

Abstract of the educational activity “Travel to the Country of Economics”

Tasks:

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

Preliminary work:

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

Material:

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

Move

Vs: Guys, today I invite you to take a trip through the country “Economy”. It's very interesting there. Want to?

Children: Yes.

Vs: What do you think you can take on a trip?

Children: list types of transport.

Vs: Tell me, what did the famous Old Man Hottabych travel on?

Children: on a magic carpet.

Vs: Let's take a trip today on the "airplane carpet"

Vs: We are flying over the fields, over the meadows, over wide rivers, forests.

We arrived at the clearing. Look, a magic tree grows on it. Let's see what it has in store for us. There is an envelope under the tree with a letter in it. Now let's read it.

"Hello guys! Mr. Economy is addressing you. In the country's economy, difficult trials await you. To walk along it you need to be smart, determined, skillful and not afraid of anything. Under my magic tree you will find tasks. Good luck! Gnome Economy"

Vs: Guys, aren't you afraid of difficulties? Where could the tasks be? Here is a basket, and there are balloons in it, and the tasks are inside the balloons. We will pop the ball with the corresponding number and get the task.(Call the number, pop the ball)

Vs: The first stop is called"Budget". Here we will talk about the budget. Guys, tell me, what is a family budget?

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

Music from the cartoon about Gen the Crocodile plays.

Vs: Let's talk about the budget of Gena the crocodile's family.

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

Children: Crocodile Gena received a salary.

Vs: Guys, who in your family receives a salary?

Children: dad, mom, grandma...

Vs: What do they get paid for?

Children: for the work done(children read poetry)

1.The month has flown by

Which I'm very happy about

After all, my parents

Salary due.

2. Payday has arrived

Dad went to the store.

Mom's wardrobe has been replenished,

And I got a plane.

Vs: Cheburashka studied at a flight school to become a pilot. Cheburashka was paid for her studies, what do you think?

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

1.Today is the first day,

What I am very happy about:

After all, he receives on this day

My brother's scholarship...

2. I explained to my friends,

Let all the guys know

What, in essence, is a scholarship?

Student salary.

3. Students for academic work

The scholarship is awarded.

Brother will buy a lot of books for himself,

And I'll have ice cream!

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

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

1.My grandfather and grandmother

We worked hard.

They tried for many years

So we waited for pensions.

From retirement, of course, grandfather

Buy some delicious sweets.

I always go to visit them

I help as best I can.

Vs: Right. One day the rat Lariska also came up with something to do. She began to grow flowers near the house. The flowers were of extraordinary beauty, a lot of them grew. At the family council, it was decided to sell flowers at the market. From selling flowers she received...what?

Children: Selling flowers, old woman Shapoklyak received money

Vs: Right. Do you think the income of Crocodile Gena’s family will be more or less if Lariska sells flowers?

Children: income will be greater.

Vs: All the money earned by Crocodile Gena’s family is his family’s income. Let's calculate how much his family's income is.

(Children count to 10) (The entire story is accompanied by a display of pictures

and putting coins into a common “wallet”)

Vl: Well done guys, you did a good job. And now I propose to move on.

(Children stand on a magic carpet and imitate flight to the music).

Vs: Pop the ball number 2. Stop"Money". We'll talk about money there. Tell me, what do people get money for?

Children: people get money for their work.

V-l : What is money for?

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

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

Guess what it's called

What money is being sold.

It's not a wonderful gift

But simply….(product)

Vs: guys, tell me, can everything in the world be bought and sold?

Children: No.

Game “What sells, what doesn’t sell”[cm. Appendix No. 2]

Vs: You did a great job, let's move on.

(Children stand on a magic carpet and imitate flight to the music).

Vs: The third stop is called"Labor"

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

They live in this country hardworking people. And the gnome Economy is asking you to nameproverbs about work, which they came up with?

(children receive coins for correct answers)

Children :

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

Vs: Well done, you named a lot of proverbs. Guys, let's remember what professions there are. And for this we will playin the game "Riddles".

(The teacher asks riddles, the children guess and receive coins)

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

Vs: Well done boys. I suggest playing the game “Who produces what?”

[cm. Appendix No. 2](Children match the picture with a profession - its result of labor)The teacher draws the children's attention to the box. They open it, and it contains economic puzzles.

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

Vs: Well done, great job. We guessed all the riddles, solved the problems, completed all the tasks, and even earned money. And it's time for us to return to kindergarten.

The teacher draws the children's attention to a beautiful box. They open it, and there is a letter in it, he reads it out

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

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

and spend them in the “Shop”

(Game “Shop”)

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

buy one item or several.

Ministry of Education and Youth Policy of the Stavropol Territory

State budgetary professional educational institution

"Pyatigorsk College of Trade, Technology and Service"

(GBPOU PTTTiS)

SOCIAL PROJECT

"FINANCIAL LITERACY"

Project Manager

CHROMATIDI K.M.

2016

Project abstract

Social project is a way of expressing the idea of ​​​​improving the state of society in the language of specific goals and objectives, measures and actions to achieve them, as well as a description of the necessary resources for the practical implementation of the plan and specific deadlines for the implementation of the described idea.

Relevance

In the modern world, more and more attention is paid to personal financial practice, namely financial literacy. In many countries, projects to improve financial literacy are being implemented at the national level. In our country, such proposals are put forward, and the state does not stand aside. At the moment, a number of programs are being implemented: “State program for increasing financial literacy in the Russian Federation”, “Financial culture and security of citizens”, “Project of financial education in Russia “Increasing financial literacy of the population with low incomes “Plan your future”” and others. The development of this area is mainly due to the fact that financially literate people are more protected from financial risks and unforeseen situations. They can be more responsible in managing personal finances, as well as increase their level of well-being through rational distribution of expenses and budget planning.

The development of a modern market economy presupposes widespread participation of the population in long-term funded pension, insurance and mortgage schemes, which help solve many issues regarding pension savings, social insurance, education and housing.

Active savings behavior of the population, the use of savings and insurance instruments presupposes a sufficient level of financial literacy, which allows citizens to actively interact with financial institutions. Recently, there has been an increase in the role of personal responsibility for financial decisions against the background of the expansion of financial market offers, the general growth of incomes and savings of the population, which makes the problem of increasing financial literacy even more urgent.

Increasing financial literacy contributes to an increase in the quality of financial services and expands the ability of citizens to use financial services more effectively.

The relevance of this project is confirmed by a sociological survey conducted in September of this year among first-year students of the State Budgetary Educational Institution of PTTTS on the topic: “Assessing financial literacy.” From the survey results, we can conclude that about half of the students consider themselves financially literate people and monitor their personal expenses. But there remains the other half, which needs clarification of various kinds of financial issues. Thus, this once again proves the need to introduce a special course on financial literacy.

Target project: development, testing, implementation and implementation of the complex educational events in order to actively involve young people in issues of improving financial literacy.

1. Study the need and opportunity of students to improve their financial literacy.

2. Study the offers and structure of services in the field of financial literacy in the educational market.

3. Develop financial literacy lessons for different groups of the population.

4. Conduct a trial cycle of financial literacy classes for schoolchildren in grades 7-9 and grades 10-11.

5. Based on the test results, taking into account all the shortcomings, conduct classes in orphanage No. 32.

6. Formulate conclusions and suggestions on ways and options for increasing the financial literacy of the population.

Target groups project:

This project is aimed at children from.

Within the framework of the program for orphans, the most pressing issues are personal financial planning, educational loans and bank deposits.

As part of the developed program for pupils orphanage No. 32 discusses issues on personal financial planning, network marketing and financial pyramids, and banking products.

Project implementation timeframe

Reducing financial risks;

Increasing the level of financial literacy;

Opening a section on the technical school website;

Interregional exchange of experience between participants in the club program;

Expected results of the project:

Creation and implementation of new leisure and;

Personnel training in the field of “Financial Literacy”;

Increasing the number of students taking part in financial literacy competitions;

Increasing the number of orphans who have the opportunity to receive affordable, high-quality additional education services;

An increase in the proportion of teachers interested in the work of the financial literacy club;

Implementation of this project in other educational institutions;

Possibility of cooperation with higher professional institutions;

Sharing experiences with others educational institutions;

Prospects for project implementation.

Possible creation of a virtual club on financial literacy;

Involving students in design and research work on financial education;

Searching for like-minded people, establishing connections with other educational institutions of the city, prompt exchange of experience in order to create a single educational space;

Creation of the club's press center;

Final position.

As a result of the implementation of the project, the student’s communicative culture increases, which is a very important component in the formation of the student’s consciousness. There is a decrease in the number of thoughtless financial investments, as well as an increase in the share of financially literate population will contribute to the development of the financial market, the influx of investment from citizens, improving the quality of products and services offered, the development of small and medium-sized businesses, and employment.

To do this, you need to start studying the financial market as early as possible, improve financial literacy, gain practical skills in managing personal finances, be able to draw up your personal financial plan, learn the art of saving and investing; it is necessary to form strong views that financially literate people are more protected from financial risks and unforeseen situations. They are more responsible in managing personal finances and are able to increase their level of well-being by distributing available financial resources and planning future expenses.

The skill of resolving financial issues, successfully applied at club meetings, can be continued in other life situations in the future. This is why it is so important to teach behavior in financial decisions to all participants. educational process, because in the future the club’s experience can be applied at the city, region and country level.

Questionnaire

Research topic: “Assessing financial literacy.”

A survey is being conducted to identify students’ needs for financial literacy. Please answer a few questions. We ask you to take part in our survey because the opinion of each of you is important to us. It is possible that some of the answers may be useful for you.

The questionnaire is anonymous, i.e. you do not need to write your name.

Rules for filling out the questionnaire: circle the answer that you think most closely matches your opinion. Thank you in advance for your work. Filling out the questionnaire will take you 5-7 minutes.

1. Please tell me, do you keep track of your expenses?

1. Yes, I keep track of expenses.

2. No, I don’t keep records.

3. I find it difficult to answer

2. Please tell me what questions about the financial market do you especially need now?

1. Banking services, in particular obtaining an educational loan.

2. Consultations on personal budget planning.

3. Consultations on housing issues.

4. Functioning of the pension system.

5. Taxation of income individuals and receiving training.

6. Other (write)_________________________

7. I find it difficult to answer.

3. Please tell me, do you consider yourself a financially literate person?

2. Most likely yes.

3. Probably not.

5. I find it difficult to answer

4. Please tell me, do you need to improve financial literacy?

2. Most likely yes.

3. Probably not.

5. I find it difficult to answer.

5. Please tell me, is it necessary to study the basics of financial literacy at school?

2. Most likely yes.

3. Probably not.

5. I find it difficult to answer.

6. Please tell me in what form is it necessary to study the basics of financial literacy at school?

1. In the form of extracurricular activities.

2. In the form of elective courses.

3. We need classes on financial literacy as part of the subject “economics”.

4. A separate subject “Basics of Financial Literacy” is required in the program.

5. We need educational programs conducted by the main participants in the financial market ( Pension Fund, insurance companies, banks).

6. I find it difficult to answer.

City project competition “Innovations in Education”, dedicated to the 125th anniversary of the city of Novosibirsk

Nomination 5 “Socialization and development of the student’s personality”

Creation of an educational environment at MBOU Secondary School No. 177 to improve financial literacy junior schoolchildren

Brief summary of the project

This project is dedicated to the formation of the foundations of financial literacy of junior schoolchildren through the development, implementation and implementation of a set of educational activities in MBOUSOSH No. 177. Objective of the project

Timeliness of the project for educational organization due to the need of students and their parents (legal representatives) to realize abilities and opportunities in the aspect of mastering financial literacy as the basis of socialization; the need to organize school activities taking into account the requirements of the Federal State Educational Standard: development of extracurricular activity programs aimed at developing financial literacy, searching for an effective system for the socialization of students; the readiness of school teachers to develop financial literacy of students as part of extracurricular activities and in the classroom.

Project objectives:

2. Take advantage of the opportunity to integrate financial literacy topics into educational programs of various academic disciplines implemented in educational organizations, in particular mathematics.

4. Actively use in the educational process active and interactive forms of group work of the same age and different ages, project, research, play activities, etc.

5. Include parents in the educational process, strengthening family relationships, as well as the relationship between parents and the school.

6. Create a collection of teaching materials on the topic “Improving the financial literacy of junior schoolchildren of MBOU Secondary School No. 177”

This project is under implementation and is designed to be implemented in 2017-2019 by the teaching staff of the educational organization, students and their parents (legal representatives). During the implementation of the project, the experience and effectiveness of using a specific educational system will be generalized and areas requiring improvement will be identified; conditions will be created in MBOU Secondary School No. 177 for the formation of the foundations of competent financial behavior of junior schoolchildren as a necessary condition for the financial well-being of students in the future; A collection of teaching materials will be published on the topic “Improving the financial literacy of junior schoolchildren of MBOU Secondary School No. 177.”

Novelty of the project“Creating an educational environment for MBOU Secondary School No. 177 to improve the financial literacy of junior schoolchildren” in a systematic approach to the formation of financial literacy of the younger generation, which is considered as a form of ensuring the financial security of the family.

Description of the institution (organization)

Strategic directions for the development of the municipal budgetary educational institution of the city of Novosibirsk “Secondary comprehensive school No. 177" are defined in new edition Development programs “Improving the model of the educational space of the school based on the introduction of innovative pedagogical and information technologies in the context of the implementation of the Federal State Educational Standard" for 2016-2020.

The mission of MBOU Secondary School No. 177 is to create conditions for the successful adaptation and socialization of students, their self-realization in society.

The educational institution operates in an innovative mode. It is an internship platform for the implementation of the regional project “Education and socialization of children with disabilities in the inclusive educational space of the Novosibirsk region”, a network innovation platform for the Polytechnic School project, a platform for the implementation All-Russian project“School - laboratory of innovation”, participant of the State program “Accessible Environment”.

The forecast for the future path of school development lies in building a system pedagogical activity taking into account the educational needs of students and their parents, the organization of pre-profile training and specialized training through network interaction with higher and secondary specialized educational institutions, the formation of engineering thinking through the introduction of extracurricular activity courses using Cuboro technology, the introduction of extracurricular activity courses “Financial Literacy” and “Economics” » at the level of non-governmental educational institutions for the purpose of financial and economic education of junior schoolchildren.

Since September 2017, MBOU Secondary School No. 177 has been implementing a project to develop the foundations of financial literacy. “Financial Literacy” classes are included in the current curriculum as extracurricular activities, and will also be built in as separate topics, tasks, lessons in other academic subjects, such as mathematics, the world around us, etc.

Formulation of the problem

The Concept of long-term socio-economic development of the Russian Federation for the period until 2020, approved by order of the Government of the Russian Federation dated November 17, 2008 No. 1662-r, notes that encouraging the population to save money, including through the development of financial literacy, should to be one of the main directions in the formation of investment resources. A study of the financial literacy of children and adolescents in Russia, as well as the factors that have the greatest influence on their financial behavior, conducted by the National Agency for Financial Research showed that only 8% of families keep detailed records of income and expenses. The majority (77%) do not keep a budget at all and do not involve (73%) their children in issues related to the family budget. Only a third of parents (33%) regularly discuss issues related to money, economics and finances with their children. “Since very often children of primary school age are excluded from the process financial planning family, a behavior pattern is formed in which they prefer to spend rather than save. Because of this, children are at risk when it comes to financial literacy.

According to the results of a survey conducted among parents of junior schoolchildren at MBOU Secondary School No. 177, it was revealed that the majority of parents do not involve their children in family budget planning and do not discuss with them issues related to money, economics and finance. (Annex 1). Therefore, children’s knowledge in the area of ​​competent management of personal finances is at a low level, which as a result can lead to risky behavior and a decrease in well-being at an older age. This problem requires the introduction of new active forms of organizing the educational process, which involve not only the participation of students in various intellectual events, Olympiads, and research, but also the inclusion of the entire educational institution in projects at various levels.

Project goal and objectives

Objective of the project- creating conditions for attracting younger schoolchildren to issues of competent management of finances and increasing their level of financial literacy, promoting the development of critical, positive thinking of younger schoolchildren and their socialization.

The starting point for the implementation of this project was the initiative of the Russian Ministry of Finance to implement the project “Promotion of increasing the level of financial literacy of the population and the development of financial education in the Russian Federation.”

1. Introduce a new direction in the extracurricular activities of students at MBOU Secondary School No. 177 - teaching financial literacy.

2.Use the opportunity to integrate topics on financial literacy into educational programs of various academic disciplines implemented in an educational organization, in particular mathematics, and the surrounding world.

3.Update students’ knowledge primary school in the field of financial literacy, forming relevant meta-subject and personal competencies of junior schoolchildren, thereby laying the foundations for rational financial behavior of junior schoolchildren.

4. Actively use in the educational process active and interactive forms of group work of the same age and different ages, project, research, gaming activities, etc.

5. Include parents in the educational process, strengthening family relationships, as well as the relationship between parents and the school.

6. Create a collection of teaching materials on the topic “Improving the financial literacy of junior schoolchildren of MBOU Secondary School No. 177”

Justification of the relevance of the project

Growth rate of overdue debt of the population to banks in Siberian federal district(Siberian Federal District) by May 2016 reached a record figure, collection agencies note. The volume of overdue payments on loans to individuals increased over the year by 16% and amounted to 149.38 billion rubles. Experts say the main reason is falling incomes.

It is the economic ignorance of the population that explains many financial difficulties problems faced by borrowers who took out so-called microloans and participation in financial pyramids. Massive inability to balance expenses with income, plan a family budget, and the desire to get everything at once leads to numerous loans that cannot be repaid.

Many adults are faced with the problem that they do not know and do not know how to manage their financial flows, therefore, they were not taught this purposefully, and they cannot form the right attitude towards money in their children. Lack of economic education often manifests itself in children’s careless attitude towards their things; they do not understand that replacing these things costs their parents considerable money. The ability to manage financial flows is not an innate ability of a person, it is an acquired system of ideas, values ​​and formed habits.

All this makes it urgent to create an educational environment to improve the financial literacy of younger schoolchildren in educational institution. An agreement on cooperation in improving the financial literacy of the population of the Novosibirsk region was signed by the head of the Siberian Main Directorate of the Bank of Russia, Nikolay Morev, and the Minister of Education, Science and Innovation Policy of the Novosibirsk Region, Sergei Nelyubov.

“The financial services market is developing. Russian citizens, including adults, do not always behave carefully and cautiously on it. And, in general, a child from an early age must understand that there is a family budget, there is a salary, and one must somehow treat this money wisely. You need to think about how you will earn money in the future,” says Svyatoslav Kobuk, head of the interregional center for advanced training of the SIU RANEPA.

Therefore, teaching a student the basics of financial literacy is an important and necessary task. All this makes it relevant to introduce the tasks of developing financial literacy into the programs of various school subjects and the organization of extracurricular activities as an important element in the education of the younger generation.

In this regard, preparing primary school students for reasonable financial behavior, which implies the ability to make decisions in the financial sphere, ensure personal financial security and their own well-being, as well as the ability and willingness to contribute to the development of the economy, is an urgent task of education and a resource for the development of the city of Novosibirsk.

The introduction of the “Financial Literacy” course into students’ extracurricular activities will help solve the above problems. The goal of the “Financial Literacy” course is to develop special competencies in the field of personal finance management among school students.

Developing good financial habits starting at an early age will help you avoid many mistakes as you grow older and gain financial independence, and will lay the foundation for financial security and well-being throughout your life.

Financial literacy of schoolchildren is an important means of long-term improvement of the financial system of Novosibirsk, an effective measure to ensure improved standards of quality of life and economic security population and future generations of citizens of the Siberian Federal District.

Readiness to implement the project

The best stage life cycle a person at which he can be given the opportunity to gain financial literacy skills is the stage of obtaining an education at school, since in the modern world children are exposed to money much earlier, understand its meaning and learn to earn money, the school should help students begin to adapt to an active life in market.

School education has the greatest coverage of children. At the same time, the main educational and educational task of a school educational institution is to provide simple financial and economic knowledge and to form the correct (careful and economical) attitude of children towards money and handling it.

Based on the regulations in force at MBOU Secondary School No. 177 that regulate the activities of all subjects of the educational process, measures were taken to make a decision on developing a schedule for implementing a project to form the foundations of financial literacy for junior schoolchildren for 2017-2019.

A space has been created at MBOU Secondary School No. 177 innovation activity and pedagogical search. As a survey of teachers showed, most of them have a high degree of desire for knowledge and reflection on their activities. They introduce innovations into the educational process that have a positive impact on the quality of education.

In MBOU Secondary School No. 177, an organization model was developed and tested project activities.

Analysis of the level of methodological work of the school allows us to assert that teachers are prepared to master innovations, which includes mastery of modern psychological and pedagogical inclusive technologies, knowledge of the psychological characteristics of students, and mastery of project technology.

Teachers actively disseminate their experience at practice-oriented seminars, present their experience in the form of master classes, at methodological meetings, which indicates the readiness of the teaching staff to disseminate experience in developing financial literacy of students.

The personnel preparation of the educational institution staff for the professional implementation of innovative activities is quite high and is characterized by a high degree of cohesion around the idea of ​​​​increasing the financial literacy of students as the basis for their socialization.

The Financial Literacy course program is being developed for the age group of 8-10 years. The duration of the program is determined within the age category of the students. At the discretion of the educational organization, it is possible to complete the course program either in one year or over several years in separate modules. The goal of the “Financial Literacy” course is to develop special competencies in the field of personal finance management among junior schoolchildren. The program can be implemented using part of curriculum, formed by participants in educational relations, as a course of extracurricular activities, due to integration with other subjects: mathematics, computer science, the outside world, technology, as part of the additional education program. With any method of implementation, the teacher needs to develop an appropriate work program, approaching it comprehensively: to include practical classes, business games, excursions, project work and other active forms of educational activities on this topic in the program of extracurricular activities and thereby implement a practice-oriented approach to the implementation of the program in full. In addition to direct work with the management system, you should actively use Internet sources of current analytical information about banking products offered to the population, and about changes in legislation.

The inclusion of the course “Financial Literacy” as a component of extracurricular activities allows us to attach social and economic significance to the content of the Basic Educational Program of Primary general education, which in turn contributes to the acquisition by schoolchildren of the skills necessary for socialization in modern society. At the same time, the curriculum remains balanced and does not allow an unjustified increase in the teaching load.

Information support for innovative activities will be carried out through the website of Municipal Budgetary Educational Institution Secondary School No. 177, which will present the main directions of the educational institution’s activities for the implementation of the project “Creating an educational environment for Municipal Budgetary Educational Institution Secondary School No. 177 to improve the financial literacy of junior schoolchildren”

The organization of the educational process to form the foundations of financial literacy for junior schoolchildren will be carried out using a variety of models: contextual; subject; extracurricular; design

Context model involves the inclusion of financial modules in general education courses. An analysis of the content of mathematics, the environment and technology courses for primary schools showed the possibility of integrating financial literacy issues with various sections programs of the listed disciplines. So, when studying the section of the mathematics program “Numbers and Quantities”, modules such as “Why do we need money?” will be considered. (1st grade), “What can money be like” (2nd grade), “Where does the price come from?” (3rd grade), “National currency” (4th grade).

Integration of financial literacy and subject content of primary school disciplines will be carried out through organizing project activities and solving contextual problems.(Appendix 2).

In line with the system-activity approach educational project can be presented as a set of educational tasks of an interdisciplinary nature, united by a common storyline of financial issues. To achieve this, a thorough selection analysis will be carried out. educational information from various disciplines and formulated tasks for the study of individual subject topics. Next, a plot is thought out around which the educational process is built. For the plot, real situations will be selected that should be interesting to children and take into account their age characteristics.

For example, subjects for developing financial literacy using project activities can be joint preparation of a holiday, organization of a tourist trip, making crafts for school fair, landscaping a school site, publishing a newspaper and others. (Application)

To others effective way formation of financial literacy of schoolchildren in the process of studying general education subjects is the application contextual tasks.

The introduction of elements into a mathematics course enlivens the process of teaching mathematics, brings it closer to reality, and allows the younger student to adapt to society. Introduction economic concepts and categories in a mathematics course can be carried out from the first years of study; accordingly, the entire mathematics teaching program from grades 1 to 4 should contain economic tasks, but not randomly scattered, but in some unified system. The content of mathematics in grades 1-4 has great potential for, including problems of an economic nature, to solve the problems of developing the mathematical competence of a primary school graduate.

Purposeful, systematic work on introducing elements of economics, including with the help of developed methodological proposals, will have a positive impact on the quality of mathematical knowledge and the level of economic knowledge of primary schoolchildren.

In MBOU Secondary School No. 177, part of the curriculum formed by participants in educational relations is presented academic subjects, allowing you to engage in activities to develop financial literacy: “Informatics in games and tasks”, “Solving project problems”, “I am a researcher” - at the level of primary general education.

The process of developing financial literacy will be accompanied by various activities that will allow it to involve as many participants as possible, expanding the circle of social partners of the school, namely cooperation with financial organizations of the city of Novosibirsk.

Another structural element of the system is information and educational materials aimed at popularizing and widely promoting the additional educational programs being developed among parents, as well as other interested participants in the process of developing financial literacy among schoolchildren.

Great responsibility lies with parents, who must convey to their children that money does not come from a dresser drawer, that the family has a limited budget. And from a certain age, roughly 8-10 years old, you can already involve your child in discussing family expenses. Participation in budget planning will allow him to feel like a full-fledged member of the family.

Until today, not a single training course for general education institutions included materials for parents. (Appendix 2). The experience of jointly studying new issues in the field of finance, not only for children, but also for many adults, is unique. In addition, joint education of teachers, schoolchildren and parents will help significantly reduce tension in the consumer sphere.

The basics of financial literacy, the principles of a correct attitude towards money, which elementary school students must know:

What is money and what is it for?

Money is a commodity that can be exchanged for another product or service. Tell me a short history the emergence of monetary units to the child, if he is interested in this, or show the video.

How is money made?

Extracurricular activities in elementary school should include, among other things, topics about professions, their characteristics, as well as monetary relations in the modern world. It is important to teach children about four ways to make money. We must try to honestly and reliably provide all information without distorting or altering it. There are ways like ': hired labor, own small business, large systemic business and investing. We will dwell in more detail on the first method, since it is the most common.

Respect

It is very important to instill in younger schoolchildren respect for people and parents for the fact that they earn money through hard work to buy food, clothing, gifts and other things. Teach your children to be careful and careful with the work of others and their own things.

Joint family budget planning

It is necessary to talk with children about monthly cash income and expenses. Try to list important items in the expense item together and find ways to save money. Explain to the child what, in case of lack of funds, the family can refuse and what not. Teach your child to properly allocate their budget.

How can a child earn his own money?

There are two ways.

First- this means finding temporary work outside the home on weekends or holidays. This could be walking neighbors' dogs, working as a nanny, delivering newspapers, car washing, or others. Very interesting tips how a schoolchild can earn money, and other important concepts, is described in the book “Mani, or the ABC of Money.” This ABC of financial literacy will certainly help your child navigate the world of money transactions.

Second way- this is earning money at home. Get an A4 piece of paper with the child's name on it. And for every useful, independent, in your opinion, action, reward your baby with a small sticker. For example, I woke up and made the bed, learned my homework, helped my mother wash the dishes, etc. One sticker is equal to one ruble. At the end of the month, count the number of stickers and exchange them for money that your child will spend or save with your help. Just make sure that such training in financial literacy does not lead the child to think that there is no point in doing useful and kind deeds for free.

Useful economic games and activities

Play different Monopoly games with your children, in addition, there is a very good Internet game "CASHFLOW". Study together the biographies of famous successful entrepreneurs. Find useful sayings about money. Read business news.

In class, the teacher and the children discuss basis of the economy like science and economics in the family, what money is, what it is needed for, why anyone who wants to cannot issue their own money, and how to distinguish counterfeits.

The school builds interaction with parents by providing manuals specially developed for them, organizing surveys, holding parent meetings, joint meetings and consultations.

By organizing dialogue between adults and children in order to make joint financial decisions, teachers use the potential of the family to motivate children to further study the basics of financial literacy.

The main feature of the educational content of financial literacy classes is its practical orientation, therefore the subject content is selected so that its mastery allows one to successfully and effectively solve practical life problems in the field of finance.

The work program of extracurricular educational activities was developed on the basis of an approximate program of extracurricular activities in accordance with the requirements for the results of mastering primary general education, as well as the Financial Literacy program: E. A. Vigdorchik, I. V. Lipsits, Yu. N. Korlyugova, curriculum. General education grades 2-4. org. — M.: VITA-PRESS, 2014. The customer is the Ministry of Finance of Russia.

“Financial Literacy” is an applied course that realizes the interests of students in grades 2-4 in the field of family economics. When drawing up the program, the characteristics of primary school age are taken into account. The program is designed for 1 hour per week, and can be compiled for either 16 hours or 34 hours per year for students in grades 2-4. The program is innovative, like the subject itself, so there are no grades, only basic knowledge, and that which will be useful to everyone in life.

Purpose of the program:

development of an economic way of thinking;

education of responsibility and moral behavior in the field of economic relations in the family;

developing experience in applying acquired knowledge and skills to solve basic issues in the field of finance and family economics.

Main content lines of the course:

Money, its history, types, functions;

Family budget.

Mastering the content is based on interdisciplinary connections with courses in mathematics and the surrounding world. Educational materials and tasks are selected in accordance with the age characteristics of children and include tasks practical tasks, games, mini-studies and projects. In the process of studying, skills and abilities are developed in working with texts, tables, diagrams, as well as skills in searching, analyzing and presenting information and public speaking.

Novelty of the program in that it increases the level of development of students’ abilities in the field of finance, motivation for the educational process, and expands the range of interests that are not included in the school curriculum.

During educational activities, the teacher must:

talk about the types of money, explain that there are cash and non-cash money (developing the ability to make a non-cash payment by depositing banknotes into a payment terminal);

explain where money comes from in the family, i.e., what sources of money there are (developing the ability to substantiate the feasibility of acquiring the desired good in conditions of limited family budget);

teach children to negotiate with their parents about the purchase of goods they want, while understanding the limited funds available to their parents;

explain how family income is spent and why families have either savings or debts (developing the ability to understand that a family has mandatory and urgent expenses, and sometimes desirable, but not mandatory);

explain at a conceptual and arithmetic level the impossibility of a family spending more money than it receives income and has savings (developing the ability to notice opportunities in family life to reduce expenses and increase savings).

Primary school students cannot have a bank card, and parents in most families are not ready to give them even pocket money, then when teaching schoolchildren primary classes the most general issues that allow you to introduce your child to the world of money.

Methods of teaching and organizing classes in “Financial Literacy” are characterized by the use of a variety of techniques aimed at supporting students’ own activity in the learning process; the applied nature of training - the creation of learning situations based on real practice and the application of acquired knowledge in practice; using a variety of activities in the classroom: cooperative learning, teamwork, independent work outside of school, gaining knowledge from various sources (libraries, the Internet, family experience, family projects).

When studying the course, the predominance of active and interactive teaching methods is assumed. For example,

"Mosaic"

This method can be used when answering questions or solving problems. The class is divided into groups. In each group, the number of people corresponds to the number of tasks. Group members are randomly assigned numbers corresponding to the task number (for example, on each table there are cards with numbers facing down). Students are seated in such a way that players with the same numbers are at the same table and together they solve the problem(s) corresponding to their numbers. Everyone returns to their teams and each “expert” presents their task to the rest of the team. From each team, players are called to the board to solve problems in which they were not experts.

"One - two - together"

Test tasks with an open answer, tasks related to the explanation of the meaning (for example, proverbs), can also be performed in groups as follows. At the first stage, each group member writes his own answer, then students unite in twos and, based on individual answers, compose a common answer, trying not to lose everyone’s ideas. The next step is to create a group of two or three pairs and develop a common answer. Using this technique, a poster sketch can be developed if it is done by a group. In this case, it is better to limit yourself to four participants.

"Decision Tree"

When performing classification tasks, such as goods and services, or decision making, such as choosing a family vacation, you can build a decision tree. It is usually built with the top down.

"Brainstorm"

In group projects, such as organizing a class party, it is effective to start the work with brainstorming. Depending on the number of participants, ideas can be put forward individually or as a group. The role of the facilitator, whose duty is to record ideas, can be played by a teacher or a student. At the first stage, it is important to clearly formulate the problem that needs to be solved. At the second stage, ideas are put forward, recorded, but not evaluated. The number of ideas is unlimited. The third stage is devoted to grouping ideas that are similar in content, evaluation and selection.

"Mini-study"

Since the goal of the course is to involve schoolchildren in real life, the formation of an active life position and responsibility, research activities is probably the most effective method training. Any research involves defining a goal, collecting, processing and analyzing information, and evaluating the results obtained. Naturally, students in grades 2-4 are at different stages of mastering this activity. Therefore, the control measuring materials offer different variants tasks. To conduct a mini-research, one source is used, the results are presented in a simple form, for example, in the form of a table or short text.

"Case"

Educational cases that are used at school differ from university cases, which involve developing a situation with subsequent step-by-step changes depending on the decisions made. When we talk about a case study, we will be referring to the situation from real life with questions developed for it. For younger children, the situation may be close to real, but simplified.

"Auction"

The test of knowledge and ability to think logically is successfully carried out in the form of an auction. This game motivates even less successful students. The game takes place according to the following rules:

At the beginning of the game, each participant has 100 points (points, pounds, tugriks, etc.).

The right to answer a question is purchased.

The starting price for a simple question is 5 points, for a complex question - 10 points.

The price may change in increments of 5 points.

The final price is determined as a result of bidding.

If the answer is correct, the price of the question is added to the points of the person who answered, and if the answer is incorrect, it is subtracted.

Both the teacher and the student can play the role of auctioneer. In addition to them, a commission of several people is needed (the number depends on the number of participants), which will check the accrual of points by the game participants themselves or keep their own statements.

"Quest" ( Appendix 3)

Network interaction within the framework of the project

The Financial Literacy Project has open form, which contributes to the entry into it of all more participants.

The author of the project made a proposal to expand the format of participation. Along with professional communication at the seminars, network interaction between the school and other project participants, city banks, and libraries is formed. The school, together with interested communities, has determined forms of interaction - meetings with professionals financial sector, conducting subject games with schoolchildren on financial topics.

By organizing interaction with professional and business communities, the school decides management task on the introduction of creative approaches in organizing extracurricular activities and takes steps to achieve the goal of the project - the formation of reasonable, responsible behavior in relation to personal finances among a wide range of citizens, increasing legal literacy to effectively protect the rights of consumers of financial services.

The proposed activities differ novelty:

The possibility of developing financial literacy of students as a means of pre-profile preparation of students in a general education organization is substantiated;

The content is determined and a model for the formation of financial literacy of participants in the educational process is proposed;

Experience in developing financial literacy of the younger generation is considered as a form of ensuring family financial security;

Criteria and indicators have been developed that characterize the level of financial literacy of participants in the educational process;

Justified pedagogical conditions, promoting the formation of financial literacy of participants in the educational process;

Strengthening the practice-oriented component.

Predicted final results of activities

The implementation of the project “Creation of an educational environment at MBOU Secondary School No. 177 to improve the financial literacy of junior schoolchildren” will allow administration of the educational organization:

1. Introduce a new direction in children’s extracurricular activities - teaching financial literacy.

2. Start studying from any educational level and any class, depending on the capabilities of the educational organization.

3. Implement the principle of continuity in the study of financial literacy in primary, secondary and secondary schools.

4. To form current meta-subject and personal competencies of students in accordance with the requirements of the Federal State Educational Standard.

5. Use the opportunity to integrate topics on financial literacy into the educational programs of various academic disciplines implemented in an educational organization, in particular mathematics, the environment, ORKSE and others.

6. Provide participants in educational relations through training with a certain degree of social protection in the financial sector.

Teaching financial literacy courses allows to teachers:

1. Use the matrix principle (both vertically and horizontally) to organize practice-oriented training in financial literacy and system-based, activity-based, competency-based approaches to ensure the implementation of modern requirements for both the learning process and its results.

2. Ensure the formation of a financial culture and lay the foundations for rational financial behavior of students.

3. Use teaching materials as a resource for organizing systematic and continuous training, pre-vocational training, individual and distance learning.

4. To develop in students meta-subject and personal competencies that correspond to the Federal State Educational Standard.

5. Actively use in the educational process active and interactive forms of group work of the same age and different ages, project, research, play activities, etc.

6. Use the materials of individual modules for an in-depth study of topics in the financial sector and organizing work with gifted children.

7. Include parents in the educational process, strengthening family relationships, as well as the relationship between parents and the school.

8. Form the foundations of personal financial security for yourself, students and their parents.

A series of educational and methodological materials on financial literacy provides opportunities for:

For students:

1. Acquire skills of cooperation with peers and adults in educational, training, research, project and other types of activities; independent search for solution methods practical problems; information and cognitive activities.

2. Navigate in the complex world of finance, learn to use financial instruments, assess your risks when making financial decisions, understand the responsibility and consequences of rash decisions.

3. Understand financial information and correctly interpret financial terms.

4. Use the skills of rational financial behavior.

6. Apply acquired knowledge for effective execution socio-economic the roles of the consumer and others.

7. Develop personal development skills financial plan and formation of the family budget, use in various ways savings and accumulation of funds.

8. Strengthen relationships with parents.

9. Use the acquired knowledge, skills and abilities for the purposes of personal financial security.

10. Be prepared to educate yourself on financial literacy.

To parents:

1. Together with children, study the basics of financial literacy, acquire the skills to communicate productively and interact in the process of joint activities, and take into account the positions of other participants in the activity.

2. Form a family budget and implement it in life.

3. Expand opportunities to use financial services and products and use them effectively.

4. Form a strategy for personal financial security.

5. Strengthen family relationships.

6. Be ready for education, including self-education, in financial literacy.

On the initiative of the Ministry of Finance of the Russian Federation and with the participation of the FMC, for the first time in the Olympiad for schoolchildren “Highest Standard”, the profile “Financial Literacy” appeared. Olympiad diplomats in 2018, when passing the entrance examination at the National Research University Higher School of Economics, will receive additional points in the core subject of the Unified State Exam; in a year, it is planned to include the “Financial Literacy” profile in the application for the Olympiad level of the Ministry of Education and Science of the Russian Federation. The course of extracurricular activities for junior schoolchildren “Financial Literacy” is a means of motivation and preparation for participation in this Olympiad. This course can be implemented in high school.

Practical significance of the results

In the practice of implementing the Federal State Educational Standard of NEO, there is a broader understanding of educational/educational achievements - not only academic knowledge, but also competencies, citizenship, the ability to interact positively with others, self-esteem, respect for family and society, and care for others. In relation to the formation of financial literacy, these provisions mean the following:

students study problems that are of practical importance to them (in particular, how to form a family budget, how to use by bank card etc.), so they have internal motivation;

during the organization of training, students set goals for their own activities and correlate the results obtained with these goals (which, in principle, they will do in adult life, independently solving financial problems);

During the course of training, students master specific skills (how to act in a given financial situation), for example, distinguish between regular and irregular sources of income, understand their financial needs, etc.;

During training, the initial object is the knowledge and skills of the student himself, and the final product will be mastered methods of activity in various financial situations.

Hence, educational activities students, organized in financial literacy classes, is aimed at obtaining educational results that will contribute to the development of their own activities as the ability to act in various life situations of a financial nature.

Taking into account the specific-oriented way of thinking of younger schoolchildren, teaching them the basics of financial literacy is designed to develop the skills of logical thinking, thoughtful financial decision-making and is aimed at instilling responsibility for their consequences. In addition, the knowledge gained will create the basis for positive motivation for children when studying basic school subjects, since the program focuses on the value of education and its necessity for achieving sustainable financial well-being.

The practical significance of the project results lies in the fact that the sooner children develop basic ideas about financial side human life, and on their basis - concepts, the more painless their social adaptation in the adult world will be, the easier it will be to make their professional choice in the future, and society will receive more literate consumers and producers.

Criteria and performance indicators for project implementation

To monitor the achievement of the goals and objectives set in the innovation project, the following indicators are envisaged:

The presented practice contributes to: increasing the efficiency of the educational process in achieving the requirements of federal state educational standards; developing a creative and active atmosphere in school, enhancing the professional activities of teachers; optimization of financial, resource and staffing educational process; increasing the competitiveness of educational institutions; ensuring broad public participation in the management of educational institutions.

Resources (project budget)

Functionality of project participants

At MBOU Secondary School No. 177, the “Financial Literacy” program is implemented as part of the extracurricular activities of junior schoolchildren.

The methodological association of primary school teachers has identified one of the areas of its activity as organizing work with teaching staff to implement the “Financial Literacy” innovation; an action plan has been outlined:

Organize a creative group, which will include teachers, taking into account their experience in teaching academic disciplines of social and humanitarian orientation with students of this age group (in elementary school - “Mathematics”, “The world around us”, “Solving design problems”), the availability of knowledge and skills related to teaching based on an activity-based approach and practice-oriented tasks; knowledge of the specifics of cognitive tasks and the ability to use them at various stages of the educational process; availability of qualifications that allow participation in innovative activities; readiness to work in experimental mode with students and parents; the ability to attract one’s own creative potential to solve educational problems; having your own creative developments.

Based on the norms of administrative management, the publication of the order “On the organization of work on the implementation of the project “Creation of an educational environment at MBOU Secondary School No. 177 to improve the financial literacy of junior schoolchildren”

Determining the teacher’s tasks to promote the development of certain fundamentals of financial literacy in schoolchildren.

Conducting scheduled training seminars, including master classes teachers, analysis of the content of presentations by the developers of the course “Financial Literacy”

Conducting consultations for teachers on video materials of classes in order to identify problem areas and options for solving pedagogical problems.

A creative group of school teachers began to form a bank of pedagogical ideas ( methodological developments classes) in the direction of “Financial Literacy”.

Thus, it is a well-organized environment that will allow students to receive the basics of competent financial behavior, providing them with conditions for increasing the level of financial literacy, contributing to the development of critical, positive thinking of younger schoolchildren and their socialization.

List of sources

Website of the Center "Federal Methodological Center for Financial Literacy of the General and Secondary System" vocational education» https://fmc.hse.ru/

Teaching materials on financial literacy:

Korlyugova, Yu. N. K66 Financial literacy: Curriculum. 2-4 grades of general education. org. / Yu. N. Korlyugova. - M.: VITA-PRESS, 2014. - 16 p. (Additional education: Series “Learning reasonable financial behavior”).

Korlyugova, Yu. N. K66 Financial literacy: guidelines for the teacher. General education grades 2-4. org. / Yu. N. Korlyugova. - M.: VITA-PRESS, 2014. - 64 p. ( Additional education: Series “Learning reasonable financial behavior”).

Evtykhova N. M., Khachemizova N. M. Methodological aspects of teaching solving economic problems in mathematics lessons in the 4th grade // Scientific and methodological electronic journal"Concept". - 2015. - T. 9. - P. 91-95. - URL: http://e-koncept.ru/2015/95035.htm.

Avtonomov V.S., Goldstein E. Economics for schoolchildren - http://www.bibliotekar.ru/biznes-63/index.htm

Alikina O. V. Introduction of economic knowledge into the education of junior schoolchildren Festival of Pedagogical Ideas " Public lesson» -

Zemlyanskaya E. Economics for junior schoolchildren Festival of pedagogical ideas “Open Lesson” - http://festival.1september.ru/

Popova Tatyana, Menshikova Olga, Knyshova Larisa. Economics for kids, or how Misha became a businessman - http://www.solnet.ee/school/p8_50.html

Annex 1

Questionnaire for parents “My child and financial literacy”

Target: determine how interested parents are in teaching their children the basics of financial literacy and developing their skills of rational economic behavior.

How do you feel about the introduction of a new educational course on financial literacy in an educational institution?

a) I consider it necessary, since this course corresponds to the views, needs and interests of the child;

b) positive;

c) negative;

d) not ready to assess the significance of the course.

At what age do you think children should be taught economics and finance?

a) at primary school age;

b) at high school age;

c) I don’t see the need for such training.

Does your child enjoy learning financial literacy?

a) yes, he shows keen interest;

b) yes, but the course is difficult for him to understand;

d) I find it difficult to answer.

Do you and your child discuss topics covered in financial literacy classes?

c) sometimes.

How does children's behavior change as they learn financial literacy?

a) nothing changes in the child’s behavior;

b) the child began to ask questions related to economics and finance;

c) the child began to use words related to economics and finance;

d) the child enjoys completing economic tasks; subjects related to economics and finance have appeared in his drawings;

e) the child began to treat things and objects more carefully;

f) the child began to show interest and participate in planning purchases and the family budget.

Are you ready to participate in a financial literacy training program with your children?

a) ready;

b) not ready;

c) possible.

Appendix 2

Financial literacy: Materials for parents. 2-4 grades of general education. org. / Yu. N. Korlyugova. - M.: VITA-PRESS, 2014. - 64 p. (Additional education: Series “Learning reasonable financial behavior”). — ISBN 0000000 https://fmc.hse.ru/data/2016/05/24/1131587464/5.%20%D0%94%D0%BB%D1%8F%20%D1%80%D0%BE% D0%B4%D0%B8%D1%82%D0%B5%D0%BB%D0%B5%D0%B9%202-4%20%D0%BA%D0%BB..pdf

The “Financial Literacy” course has a practical orientation and gives every child the opportunity to gain an understanding of money, family finances, family budget management and its interaction with financial institutions. A positive attitude of parents towards their children studying this course and their active participation in this process will contribute to the achievement of educational goals. The manual describes in detail the forms of interaction between parents and children and with the teacher. The types of research and creative works, games that simulate life situations, cases, for example,

Case

A first-grader exchanges toys and things... However, there is no need to worry, there is nothing dangerous or unusual in this behavior of children. It’s just that it is at school that the concept of “strange” is introduced, that is, adults quite seriously explain that you cannot take someone else’s thing and what the punishment is for this. But for a child, what turns out to be very desirable is precisely the thing that a friend has and does not belong to him. So begins the fun exchange of everything, anything, for anything. Why is the exchange sometimes completely unequal? Remember yourself as a child. Sometimes a completely cheap car, but, for example, having some quality that was valuable to you (the doors open, it is military, it has a spare tire) was much more expensive and valuable than your own expensive radio-controlled car. To avoid misunderstandings in the future, when you are looking for another expensive toy and call the parents of all your classmates, or, conversely, someone’s mother demands the return of the exchanged item, agree with your child on the rules of exchange. For example, if he wants to exchange some overly expensive toy, he should ask you about it. Explain that it is impossible to “buy” friendship with an unequal exchange. But this is often what happens: a child agrees to an unequal exchange in order to win the favor of one of the children. Under no circumstances should you forbid your child to change; this is a big part of collective play and growing up. Remember the stories of children's classics, for example Mark Twain, when a penknife is exchanged for a dead rat, and do not interfere with the child’s exchange.

Questions for reflection 1. Do you agree with the opinion of the author of the article? 2. Is it possible to allow children to exchange toys? 3. What should parents do in the event of a clearly unequal exchange?

If your child is not involved in exchanges, discuss this topic with your friends. If you encounter similar problems, the following actions are possible. First, parents must clearly define their own position. After this, you need to seriously explain it to your child, find out his opinion and add a little game: “Let’s conclude an exchange agreement!”

For example, this: you manage your toys yourself and can do whatever you want with them, but you keep your regrets about the unsuccessful deal to yourself. Or this: you manage inexpensive toys yourself. You consult with your parents about exchanging expensive toys. (At the same time, it must be determined what is considered inexpensive toys.) Or this: with any exchange, you must consult with your parents. Or: any exchanges are prohibited!

Fairs of old toys are a good practice for exchanges.

Case Old Toy Fair.

Traditionally, the event brings together hundreds of children who are ready to give a second life to their toys. In Yekaterinburg, preparations have begun for the “Old Toy Fair”, where children sell and exchange cars, bears and dolls that are no longer played with. “Children will be able to stand behind an improvised counter at the fair, determine the price and communicate with potential buyers. This is a great opportunity for city residents to see thousands of funny toys from the Soviet period and modern Russia", say the organizers. It is worth noting that experts in the field of economics will conduct a financial literacy lesson for children, where they will tell them what money is, business and how to properly communicate with potential buyers. Such lessons, according to the organizers, help to better understand money issues from childhood. The fair will also host an exhibition of unique designer toys. The authorship of most of the exhibits belongs to the Ural masters. They will introduce children to the technology of creating toys, and also teach them how to properly play games that neither adults nor children can understand. As past years' fair has shown, most often difficulties arise with children's board games. “As a child, many people dreamed of seeing how toys were made. At the fair, everyone will have such a chance. We are planning to open a small workshop where you can try to make a toy yourself,” say the organizers.

Questions to consider:

1. What benefits do you see in such an event? 2. What pitfalls can you encounter at the fair? 3. Would you like your child to participate in such a fair? If yes, then you can talk about it at a parent-teacher meeting and organize it in your class or school. Of course, this will bring you additional troubles, but no more than organizing any holiday. Some schools hold other fairs and the exchange of toys (books, CDs) can become part of them.

Appendix 3

A system of tasks used in classroom and extracurricular activities in elementary school, consisting of several blocks:

1. Tasks for encoding and decoding financial and economic terms

For example, (tasks are selected by the teacher in accordance with the educational needs of schoolchildren, their level of mastery of the basics of solving economic and financial problems)

Complete the actions, arrange the results in ascending order, and you will learn a very important word for the family and for the country

(economy)

2. Tasks for execution and compilation of algorithms

For example:

1) the table shows prices for some types of goods and their prices in the online store

b) make a set of three books so that the sum of their prices does not exceed 1000 rubles. Imagine all the options

3. Tasks for reading and compiling tables, simple diagrams, graphs of economic content.

For example, class 4A decided to relax in the mountains of Adygea during the school spring holidays. Denis Korablev was tasked with finding out prices for hotel accommodation and excursions. After requesting information on the Internet, Denis found a hotel called Park Hadzhokh, which offers its services presented in the table:

a) Which rooms are the most expensive? Which rooms are the cheapest?

b) How many rubles is a double room cheaper on weekdays than the same room on weekends?

c) How many rubles will three meals a day cost?

d) Which excursion is the most expensive? The cheapest?

e) How much will all excursions cost together?

*Calculate the cost of a two-day vacation for 25 4th grade students, two teachers and three parents accompanying the children, if you book double rooms, with three meals a day and two excursions (to the Guam Gorge and to the Lago-Naki plateau)

**Create the most economical cost estimate for a two-day vacation. 4. Text arithmetic problems, the plot of which reflects financial categories.

For example:

Father receives 4,000 rubles a month, and mother - 2,000 rubles. How much money do they earn in 1 year? Will they be able to buy a TV for 8,000 rubles in three months and go on vacation for 15,000 rubles, if 2/3 of their salary goes to household expenses? (SALARY, HOUSEHOLD EXPENSES, FAMILY BUDGET).

Garlic yield is 20 kg per acre (100 m). What is the mass of garlic collected from a plot 50 m long and 40 m wide? What income will the farmer receive if garlic was sold at 50 rubles per kg, and he spent 100 rubles on buying seeds? (COSTS, INCOME, FARMING)

“The Korzhikov family consists of a father, mother, grandmother and two children. The father earns 25,000 rubles a month, the mother 20,000 rubles, and the grandmother receives 7,000 rubles in the form of a pension. What is the average cash income per family member?”

The lack of economic education often manifests itself in the fact that children carelessly treat not only objects common use, but also to your things. They do not always understand that even the smallest thing costs parents and the school considerable expenses. To update this topic, you can propose tasks that talk about the money spent on purchasing items, saving money from the family budget, school, etc. Taking into account the age characteristics of primary school students, I often offer tasks with economic content in an entertaining form, for which fairy-tale, cartoon, television, and literary characters beloved by children are introduced into the content of the task. For example:

Vintik and Shpuntik opened a car repair shop. To do this, they rented a house for a year and paid a rent of 6,000 rubles. In addition, they bought spare parts for 300,000 rubles and hired security for 36,000 rubles. The entire cost of car repair services provided amounted to 500,000 rubles. Of these, 10,000 rubles were paid taxes. What will be the net profit of our entrepreneurs for the year, for the month?

Mouse-Norushka, Frog-Frog and their friends began to live cramped in the old little house. They decided to build a new house. We calculated how much the construction would cost: laying the foundation - 10,000 rubles, putting up the walls - 36,000 rubles. To install the roof - 20,000 rubles, to finish the inside - 24,000 rubles. They borrowed half of this amount from the bank. How much money should they return to the bank if the additional fee for using the loan is 1/5 of the loan amount?

5. Interdisciplinary projects.

For example, the "Tea" project

A teacher and children read an excerpt from stories about Winnie the Pooh. “Once upon a time, Winnie the Pooh came to visit the Rabbit. Winnie the Pooh was always not averse to a little refreshment, especially at about eleven in the morning, because breakfast had long ended at that time, and lunch had not yet begun. And, of course, he was terribly happy to see that the Rabbit was taking out cups and plates. And when the Rabbit asked: “What should you put on - honey or condensed milk?” "Pooh was so delighted that he blurted out: “Both!” Winnie the Pooh could probably eat honey and condensed milk without drinking anything. But, as a rule, these sweets are consumed with tea, because these are sweets and they have a lot of sugar. Where did tea come from? This plot allows you to tell about the place where tea grows. This is the south-eastern outskirts of Tibet, China, India, Sri Lanka. And where tea is drunk the most: European countries, Russia, Australia , less in the USA. The places where the raw materials from which sugar is produced are also discussed. These are South and Southeast Asia, the islands of the Malay Archipelago, the Caribbean and southern North America, India - countries where sugar cane grows. And also Ukraine , Russia, USA, countries of central and Western Europe- countries where sugar beets are grown. Despite the fact that geography is not studied in elementary school, in our opinion, it is quite possible to show these states or regions on a geographical map or globe. When discussing questions about the countries in which tea and raw materials for sugar grow, the concepts of “export” and “import”, “producing countries” and “consuming countries” of tea and sugar are considered. These terms can be introduced by the types of tasks in the first block. Thus, tea exporters include Japan, Indonesia, Mongolia and Pakistan, although tea does not grow in these countries. Tea consumers include European countries, the USA, Russia and Australia. Tea “bricks” (tea dust was compressed) in Mongolia served as a monetary unit in the 19th century.

It can be said that in Russia, since the end of the last century, tea has also been produced in the Krasnodar Territory near the city of Sochi. The world's northernmost tea, Adygea tea, is produced in Adygea.

Task. There is only one type of black loose tea, but in different packaging: in a cardboard pack of 100 g for 300 rubles. and in a jar of 50 g for 200 rubles. There is a large sheet in the jar, and they break it into a pack so that it fits there. Zarema wanted to give her guests from Moscow Adyghe tea. She had 1,500 rubles in her wallet. Help us create different sets for this amount of money. How many and what sets can you get?

Next, the concept of “production” is discussed, in particular tea and sugar. If there is a sugar factory or tea factory in a given locality, then you can organize a tour of this plant (factory) to observe the production process. You can discuss the form in which sugar is sold in stores. Let's talk about the fact that most often we use the so-called “granulated sugar”, or “refined sugar”, and for baking individual species cookies and buns, powdered sugar or sugar syrup is used in confectionery products. Tea can also be packaged in different forms. For example, in tea leaves or tea briquettes, tea bags (in which tea leaves are finely crushed) have become a part of our everyday life. When moving to the mathematical part, you can solve many problems of a geometric nature. For example, depict the shape of refined sugar and tea boxes and find similarities and differences in these shapes. Compare the shape of a tea bag and a milk carton. Compare the shape of the globe and the image of the earth on the map and the shape of the Earth itself (figures such as a circle and a ball are compared here). Identify what geometric shapes will help you draw sugar cane and sugar beets, tea leaves and tea bushes. Find objects in the surrounding reality that resemble the figures in question. You can discuss the forms and types of export of tea and sugar, the dependence of the cost of tea and sugar on the form and type of packaging. The importance of packaging for sales (tea sales). Here you can touch on such concepts as trade and its types “wholesale” and “retail”. Find out in what form sugar and tea are purchased: in the form of raw materials or in ready-to-eat form in Russia, and in England, and in Japan? Sugar has the necessary property of sweetness. A discussion of this property can be found in environment other products that have this property, but there are not so many of them: honey, sweet fruits and juices of some plants. However, sugar is also used as a valuable raw material for the chemical industry (detergents, dyes and other substances are made from it). Here we find out the reason for the growth of tea and sugar beets or sugar cane in those countries that were mentioned earlier, namely climatic conditions. Hence the need arises to consider such quantities as temperature, air humidity, etc. Then, we can distinguish such mathematical quantities as the mass of tea, the mass of one bag, quantity; or area, productivity. The length of the cane, the mass and volume of the beets, as well as the mass of sugar obtained from each unit of mass of raw materials, etc. will allow you to compile and solve a large number of problems related to these quantities. Movement problems will also be appropriate here, since they will arise when discussing issues of transporting these products. In the economic part of this category, it is proposed to consider such a concept as “economic benefit”. For example, using sugar is more profitable than oil and coal, since it is a renewable raw material. “Profit” from trade in sugar and tea, and as a result, such concepts as “cost”, “cost”, “labor expended”, “advertising”, “demand”, “supply”. Here you can remember about advertising various types tea on television. Fodder beets are known to contain little more than 1℅ sugar, and much effort has been required to develop varieties suitable for industrial production Sahara. When conducting an excursion to a sugar factory, it is important to note what changes occur with the raw material before it takes the form of the sugar that we see on store shelves. It can also be noted that with tea such dramatic changes do not occur. It is important to show how sugar production depends on weather and climatic conditions. You can consider solving plot problems involving proportional dependencies, problems involving movement, work, and the relationship between quantities “price, quantity, cost.”

6. Business games.

For example:

“The purpose of the game is to familiarize participants with the mechanism of market trading, to develop an attitude towards making independent decisions and taking active actions. It models the production processes (“release”) of consumer goods and their sale on the market.

• Contextual tasks and tasks for the formation of financial literacy.

The plot of the context task, which is used in mathematics lessons:

“Misha wants to upgrade his computer, for this he needs to save a certain amount of money. He can save some money if he saves weekly pocket money that his parents give him. In addition, he can earn money by working as a courier in his free time. Parents can buy computer equipment for Misha on credit, with the condition that he will compensate them for all payments on the loan. The amount of pocket money that Misha’s parents give is known, wage courier, various bank loan offers. Need to calculate best option saving money to upgrade your computer.”

1. The store is visited by an average of 500 customers per day. The average bill is 450 rubles. Find your monthly revenue. Indication: Average bill = Monthly revenue: Number of clients per month.

2. In a hypermarket you can buy potatoes by weight, i.e. kilograms or in packages - nets of 10 kg.

A) how much will 1 kg of tomatoes in a net cost?

B) What is more profitable to buy 1 net and potatoes by weight if we need 5 kg? Some people think that it is more profitable to buy a net of potatoes than separately, 1 kg each? Explain their position.

C) Other people consider buying potato nets a bad financial decision. Why do you think?

8. Situational games - This is a subtype of active socio-psychological training, a method of social training in which a certain situation is set, and the participants act in accordance with it. At the same time, they must follow both the objective properties of the formulated situation and their subjective ideas about how to act in such situations.

An example would be drawing up a plan for the holiday. Preparing and holding a holiday is a team event. Each class member plays an important role in making this event happen. Children determine the date (theme) and discuss the menu. To create a budget, students, accompanied by adults, visit a market or store. After the return, a table is compiled in which the name of the products, quantity, price per unit is written down, and the cost of the products and other goods is calculated. The amount of expenses should not exceed the amount of total money set aside. Next, it is planned to distribute responsibilities between all participants of the event: - purchasing food - preparing dishes - cultural program - table setting and decorating the hall - cleaning (all participants of the event). Next, assignments and tasks relating to different subjects are compiled, which are distributed among all children.

Appendix 4

9. Quests

Quest “How to properly plan a family budget in order to save up?”

This quest was presented as the result of a graduation project, admitted for defense by the senior methodologist of the RMC L.N. Ivanova, at the Siberian Institute of Management - a branch of the Russian Academy of Economy and State University, the regional methodological center for financial literacy of the general and secondary vocational education system of the Novosibirsk region, gaining the second result among ten projects presented.

Methodological characteristics

Goal: Gaining experience in economically reasonable behavior in relation to the family budget.

Make necessary expenses.

Improve skills in using ICT.

Gain communicative experience of working together.

Personal characteristics and attitudes:

Understanding:

The fact that when planning a family budget it is necessary to spend money rationally.

Skills:

Spend money wisely and take care of the family budget.

Competencies:

Make rational decisions about spending money.

Correlate your desires, needs and capabilities.

Planned results

Main content (conceptual apparatus)- family budget, income, expenses, savings.

Leading technology - quest (a quest is a type of game that requires the player to solve mental problems to advance through the plot. A quest in pedagogy is the completion of a problem task with game elements).

Description of the course of the lesson with the organization of educational activities (indicative routing)

This development is exclusively practice-oriented; all materials presented in the appendices to the project will help colleagues prepare and conduct an extracurricular event. The project is aimed at motivating students, understanding personal responsibility for decisions made in the process of forming a family budget. We hope that this project is some contribution to the methodological collection of colleagues who will be engaged in financial education of younger schoolchildren.

Appendix 4.1

Appendix 4.2

Route sheet

Appendix 4.3

Appendix 4.4

Appendix 4.5

Appendix 4.6

Appendix 4.7

Location 1

Buy products for borscht

You and your whole family went to the store. You have 560 rubles. You need to buy all the ingredients for borscht (the list is attached), spending as little money as possible. You will put the saved money into your savings wallet​.

(Maximum 560r, 470, 410, minimum 220)

Denomination 100 - 5 bills, 10-6 bills

You can choose to buy everything in one place or in different places. Layout of desks with pictures in the classroom.

Supermarket.

All products for borscht, but at a high price.

Potato

The test is considered passed if at least 10 rubles remain.

If the test fails, there is an opportunity to earn money by moving the boxes to another corner of the classroom in 10 seconds.

Bought - put aside - you can move on to the next location.

Location 2

Public utilities

5-6 minutes (green money)

Additional income

Collect garbage 10 rubles (white money)

Collect cut pictures (for each 10 rubles)

The teacher asks about the purpose of the devices and finds out what they are needed for.

Focus on the fact that utility costs depend on the amount of water, electricity, and gas spent.

You have 200 rubles (green) available

Transfer the water with a spoon, without spilling it on the floor, from one bucket to another. The less you spill, the less money you pay.

You must pay 150 rubles for water. Additional fee of 10 rubles for spilled water.

The test is considered passed if you have at least 10 rubles left.

Location 3

Medicine 5-7 minutes

(Interactive board)

You can earn money by solving a crossword puzzle.

Each word is 10 rubles.

White money.

You need to buy vitamins. There is a labyrinth in front of you. Vitamins inside. You must go through 3 gates and buy vitamins for the lowest price. The rest goes into your wallet.

The test is considered passed if you have saved at least 10 rubles.

If you don't pass, earn money (bandage your hand in 1 minute.)

The test is considered passed if you saved money and were able to put it in your wallet.

They pay the lowest price, the rest goes to their wallet.

The test is considered passed if you have saved at least 10 rubles.

If you don't pass, earn money (bandage your hand in one minute)

Location 4

Transport (blue money)

Problem from CMMs with 4

The test is considered passed if you saved money and were able to accumulate. If you failed, then you can earn money (squats, running, jumping, etc.)

Location 5

Entertainment and travel

Game "Believe it or not"

interactive board

You have 800 rubles. You need to answer 8 questions. By answering the question correctly, you save 100 rubles, and if you answer the question incorrectly, you spend 100 rubles. It all depends on your answer.

The test is considered passed if you have saved at least 100 rubles. If the test is not passed, then you need to pack your suitcase for your trip in 300 seconds. We did it - 50 rubles.

Results:

We count money. The team that saves the most wins.

Municipal autonomous educational institution

"Secondary school No. 8

Labytnangi, Yamalo-Nenets Autonomous Okrug

Project

"Mopeu&I"

Terzi E.G., primary school teacher,

economist

2016

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

Design object………………………………………………………

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

Design hypothesis…………………………………..

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

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

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

Justification of the relevance of the project topic

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

The main idea of ​​this innovative project

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

Design object:

financial literacy school for students in grades 1-11 in

secondary school.

Subject of design:

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

Design hypothesis: creation of a financial literacy schoolwill provide :

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

improving the quality of knowledge in mathematics;

Goal and objectives of the project:

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

Tasks:

Create a financial literacy school

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

To instill active financial behavior in students.

3. Expected results:

The opening of a financial literacy school will provide

Nurturing personal financial security

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

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

Will ensure the creation and testing of new proprietary programs.

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

Update the content of educational work;

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

Action plan for project implementation

Events

Deadlines

Responsible

1

Project development

Model for creating a financial literacy school

"Mopeu&I"

September

2

Development of extracurricular activities programs on financial literacy

September

3

Organization of extracurricular activities

4

Conducting the autumn session of the Project

"Online FG lessons"

September

5

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

According to a separate schedule

7

Excursions to financial institutions

for the purpose of introducing banking products and career guidance to schoolchildren

8

Participation in school intellectual competitions

Under contract

The "My Budget" project is intended to work with students in grades 2-4. It can be used as part of the study of intra-subject modules (in mathematics we have the module “Tasks of the Gnome Economist”) or in extracurricular activities.

Download:

Preview:

Federal State Budgetary Educational Institution

higher education

"Russian Academy National economy and public service

under the President of the Russian Federation"

Western branch of RANEPA

Project

"My budget"

Developers of the pedagogical project:

Gorbunova Elena Vladimirovna

Suslova Irina Nikolaevna

Senior methodologist RMC L. L. Karama

Kaliningrad

2017

Explanatory note

The project is dedicated to analyzing your budget, studying ways to save and putting them into practice.

The project is long-term, research, individual,
by profile - interdisciplinary;
content - financial literacy;
by type of design object: practice-oriented.

Project rationale:In the conditions of modern Russia, schoolchildren are often faced with the impossibility of getting what they want.: Parents do not have enough money to buy all the goods their children need. Therefore, it is necessary to teach students how to budget and plan purchases.

Relevance of the projectbut lies in the fact that every person should be able to manage their finances rationally and competently.

Objective of the project: developing in students the ability to keep track of expenses and income, skills in drawing up a basic budget

Tasks:

1. Introduce/consolidate the concepts of “budget”, “income”, “expenses”, “deficit”, “surplus”, “savings”

2. teach how to keep track of income and expenses in the process of independently drawing up a basic budget

3. introduce to the constant growth of needs and limited opportunities

4. instill in students a thrifty attitude towards the budget

Target group: students of grades 2-4 (8-10 years old)

Project duration: 3 months

Planned results:

Personal:

• student's readiness for self-development
• formation of motivation for purposeful activity
• ability to set goals and make life plans

Metasubject:

Cognitive:

• the ability to set a learning task,

• the ability to choose methods and find information to solve it and
• structure the acquired knowledge;
• establish cause-and-effect relationships,
• the ability to formulate a problem and find a way to solve it;

Regulatory:

• planning - drawing up a plan and sequence of actions;
• forecasting - anticipating the result
• correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the actual action and its result;
• assessment - highlighting and awareness by the student of what has already been done and what still needs to be done
• self-regulation as the ability to mobilize strength and energy, to volitional effort

Communicative:

• the ability to enter into dialogue and conduct it, taking into account the peculiarities of communication with different groups of people,
• prove your opinions;

Subject:

• understanding of basic principles economic life society: an idea of ​​the role of money in the family and society, the causes and consequences of changes in family income and expenses, understanding and correct use of economic terms;
• mastering techniques for working with economic information and understanding it; carrying out simple financial calculations.
• acquiring knowledge and experience in applying acquired knowledge and skills to solve typical problems in the field of family economics: knowledge of sources of income and areas of family expenses and the ability to draw up a simple family budget;

The project participants are primary school students, therefore the description of the desired and actual situation, identification of contradictions, analysis of the problem, goal setting, analysis of ways to achieve the goal and planning of the project steps is carried out under the guidance of the teacher. In addition, parental assistance is needed in completing the project.

Stage I (search)

A lesson is held in which the teacher talks about how every student can do a project on financial literacy. He talks with them and motivates them to discuss the following questions:

Do students have a desire to buy any goods?

Can parents always make this wish come true?

Would they like to help parents solve this problem?

As a result of the conversation, students who want to participate in the project are identified. Each of them tells what specific thing he wants to have and why.

A hypothesis is put forward: can you buy it yourself?

Based on this, the goal of the project is formulated:Plan your personal budget so that you can buy the item you want.Moreover, each participant has his own goal (roller skates, bicycle, smartphone, etc.)

Stage II (analytical)

1. To achieve the goal, the teacher asks students to determine what kind of skates/bicycle/smartphone the student wants and how much they cost. To do this, you need to visit several stores and compare the products in them. The teacher gives the children tables to fill out. (Annex 1)

During the week, students (together with their parents) collect, systematize and analyze the necessary information and evaluate the results this stage work.

1. It is necessary to predict what income the student will have during the project. To do this, the teacher also gives the children tables to fill out together with their parents. (Appendix 2).
2. Comparison of upcoming income and expenses.

Using materials provided by the teacher (Appendix 3), students and their parents compare their income and expenses.

1. With the help of a teacher or parents, students think through ways to save money, opportunities additional income and draw up an action plan for the near future.

Stage III (practical)

At this stage, students implement the planned steps and perform ongoing monitoring. The teacher observes, monitors compliance with the time frame of the stages of activity, and, if necessary, advises students.

Stage IV (presentation)

Students bring their purchases or photographs of them.

Stage V (control – reflection of activity).

The student records the weaknesses of the work on the project, indicates strengths, formulates the reasons for successes and failures (difficulties) in working on the project, suggests a way to overcome the difficulties (avoiding failures) that he encountered while working on the project.

Forms and system for evaluating results

Work on the project ends with a summary: whether you were able to achieve your goal or not, whether the hypothesis was confirmed, whether you are satisfied with your work. To do this, all students present their projects. Some students have very interesting and entertaining projects. From which you can identify certain shopping and saving rules for yourself. But there are also students who did not cope with the task. It is very important to listen to them and understand the reason. The guys, after listening to each other, are sure to share their opinions. And together they develop reminders: “Saving the family budget” and “How to earn and save money”

You can voice plans for the future.
It is important to note that the stages of project protection completely coincide with the stages of development, differing only in conciseness, accuracy and conciseness.

Educational and methodological support

1. Savitskaya, E. V. S13 Financial literacy: curriculum. Professional training / E. V. Savitskaya. - M.: VITA-PRESS, 2014. - 16 p. (Additional education: Series “Learning reasonable financial behavior”).
2. Savitskaya, E. V. S13 Financial literacy: methodological recommendations for teachers. Professional training / E. V. Savitskaya. - M.: VITA-PRESS, 2014. - 144 p. (Additional education: Series “Learning smart financial behavior”).
3. Savitskaya, E. V. S13 Financial literacy: materials for parents. Professional training / E. V. Savitskaya. - M.: VITA-PRESS, 2014. - 64 p. (Additional education: Series “Learning reasonable financial behavior”).
4. Savitskaya, E. V. S13 Financial literacy: materials for students in basic programs vocational training/ E. V. Savitskaya. - M.: VITA-PRESS, 2014. - 224 p., ill. (Additional education: Series “Learning reasonable financial behavior”).

Internet resources:

Website of the magazine "Family Budget" - http://www.7budget.ru ;

Logistics and technical support

computer

calculator

presentation

Applications

Appendix No. 1

Appendix 2

Appendix No. 3

No.	Coming	Consumption	Remainder
			https://accounts.google.com Slide captions: Project “My Budget” Project developers: Gorbunova Elena Vladimirovna Suslova Irina Nikolaevna Kaliningrad 2017 Advanced training program “Content and methods of teaching a financial literacy course to various categories of students” Regional methodological center for financial literacy Project location: MAOU __________________ Project duration: 3 months Project structure: Step 1. Explanatory note Step 2. Project content Step 3. Forms and system for evaluating results Step 4. Educational, methodological and logistical support In the conditions of modern Russia, schoolchildren are often faced with the impossibility of getting what they want: parents do not have enough funds to purchase all the goods that their children need. Therefore, it is necessary to teach students how to budget and plan purchases. The relevance of the project lies in the fact that every person should be able to manage their finances rationally and competently. Project idea The goal of the project: to develop in students the ability to keep track of expenses and income, the skills of drawing up a basic budget. Objectives: 1. Introduce/reinforce the concepts of “budget”, “income”, “expenses”, “deficit”, “surplus”, “savings” 2. teach how to keep track of income and expenses in the process of independently drawing up a basic budget 3. introduce the constant growth of needs and limitations opportunities 4. to instill in students a thrifty attitude towards the budget Goals and objectives of the project Stage I (search) A lesson is held in which the teacher talks about how every student can do a project on financial literacy. He conducts a conversation with them and motivates the discussion of the following questions: - Do the students have a desire to buy any product? - Can parents always make this wish come true? - Would they like to help parents solve this problem? As a result of the conversation, students who want to participate in the project are identified. Each of them tells what specific thing he wants to have and why. Then, together with the teacher, they define the problem: “I want to buy the thing I want, but my parents don’t have enough money for this purchase.” A hypothesis is put forward: can you buy it yourself? Based on this, the goal of the project is formulated: Plan your personal budget so as to buy the desired thing. Moreover, each participant has his own goal (roller skates, bicycle, smartphone, etc.) Contents of the project Stage II (analytical) 1. To achieve the goal, the teacher asks students to determine what kind of skates/bicycle/smartphone the student wants and how much they cost. To do this, you need to visit several stores and compare the products in them. The teacher gives the children tables to fill out. (Appendix 1) During the week, students (together with their parents) collect, systematize and analyze the necessary information and evaluate the results of this stage of work. 2. It is necessary to predict what income the student will have during the project. To do this, the teacher also gives the children tables to fill out together with their parents. (Appendix 2). 3. Comparison of upcoming income and expenses. Using materials provided by the teacher (Appendix 3), students and their parents compare their income and expenses. 4. With the help of a teacher or parents, students think through ways to save money, opportunities for additional income and draw up an action plan for the near future. Project content No. Store Price Technological characteristics Applications Application No. 1 No. I plan to receive Amount Birthday gifts Piggy bank Pocket expenses Total: Remaining to save/earn: Appendices Appendix 2 No. Income Expense Balance Appendix Appendix No. 3 Stage III (practical) At this stage, students implement the planned steps and perform ongoing monitoring. The teacher observes, monitors compliance with the time frames of the stages of activity, and, if necessary, advises students. Stage IV (presentation) Students bring their purchases or photographs of them. Project content Stage V (control – reflection of activity). The student records the weaknesses of working on the project, indicates the strengths, formulates the reasons for successes and failures (difficulties) in working on the project, and suggests ways to overcome the difficulties (avoid failures) that he encountered while working on the project. Project content Work on the project ends with a summary: whether you were able to achieve your goal or not, whether the hypothesis was confirmed, whether you are satisfied with your work. To do this, all students present their projects. Some students have very interesting and entertaining projects. From which you can identify certain shopping and saving rules for yourself. But there are also students who did not cope with the task. It is very important to listen to them and understand the reason. The guys, after listening to each other, are sure to share their opinions. And together they develop reminders: “Saving the family budget” and “How to earn money and save money.” You can voice plans for the future. Forms and system for evaluating results Educational, methodological and logistical support Savitskaya, E. V. S13 Financial literacy: curriculum. Professional training / E. V. Savitskaya. - M.: VITA-PRESS, 2014. - 16 p. (Additional education: Series “Learning reasonable financial behavior”). Savitskaya, E. V. S13 Financial literacy: methodological recommendations for teachers. Professional training / E. V. Savitskaya. - M.: VITA-PRESS, 2014. - 144 p. (Additional education: Series “Learning smart financial behavior”). Savitskaya, E. V. S13 Financial literacy: materials for parents. Professional training / E. V. Savitskaya. - M.: VITA-PRESS, 2014. - 64 p. (Additional education: Series “Learning reasonable financial behavior”). Savitskaya, E. V. C13 Financial literacy: materials for students in basic vocational training programs / E. V. Savitskaya. - M.: VITA-PRESS, 2014. - 224 p., ill. (Additional education: Series “Learning smart financial behavior”). Internet resources: Website of the magazine “Family Budget” - http://www.7budget.ru; - http://fingramotnostvshkole.rf/ - http:/ / your finances. RF / - http:/ / fingram39.ru/ - http:/ / I want to know. 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