The Kinder-Economy: A Case Study of Kindergarten Pupils' Acquisition of Economic Concepts

Kourilsky, Marilyn

doi:10.1086/461045

Cited by 55 publications

(32 citation statements)

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“…2 Marilyn Kourilsky's influential 1977 study found that five and six year olds in 4 classrooms who participated in Kinder-Economy, showed significantly higher mastery of basic economic concepts in a post-assessment, compared to students in 4 control classrooms (Kourilsky 1977). Another study found that test scores of children in classrooms with teachers who were trained in using an economics video had higher scores than other children (Morgan 1991).…”

Section: Effectiveness Of Financial Educationmentioning

confidence: 99%

“…Financial educators and scholars have learned that people, especially young children, are more excited by and may learn more when financial education curricula are experiential, include discovery and other experiential applications, take advantage of teachable moments, and target teaching techniques for diverse learning styles and diverse groups (Ajello et al 1987;Laney 1989;Kourilsky 1977;Kourilsky and Carlson 1996;Fox and Bartholomae 1999;Fry et al 2008;Hilgert, Hogarth and Beverly 2003;Lopez-Fernandini and Murrell 2008;Lucey and Giannangelo 2006;Varcoe et al 2002). Financial education that demonstrates relevance to students may be more effective in motivating learning and improving retention (Mandell and Klein 2007;Russell et al 2006).…”

Section: Experiential Education and Financial Capabilitymentioning

confidence: 99%

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Financial Capability in Children: Effects of Participation in a School-Based Financial Education and Savings Program

Johnson²,

et al. 2010

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Section: Effectiveness Of Financial Educationmentioning

confidence: 99%

Section: Experiential Education and Financial Capabilitymentioning

confidence: 99%

Financial Capability in Children: Effects of Participation in a School-Based Financial Education and Savings Program

Johnson²,

et al. 2010

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“…He argues that "the implementation of economics-based programs is a waste of time at the elementary level." However, many applied research show that children can learn economics with suitable methods and materials at early ages (Akhan, 2010;Kourilsky, 1977Kourilsky, , 1987Wehmeyer, 1980). So, the views including the economics education should start at least at high school level can be seen as the reflection of the technical thought about the topic.…”

Section: Discussionmentioning

confidence: 99%

“…O'na göre lise kademesi bu eğitim için daha uygundur. Uygun içerik, yöntem ve materyallerle çocuklara anaokulu döneminden itibaren ekonomi konularının öğretilebileceğine ve çocukların ekonomi hakkında çeşitli yollarla bilgi edindiklerine işaret eden çalışmalara rağmen (Akhan, 2010;Bayhan, Yükselen & Kaysılı, 2007;Brophy & Alleman, 2002;Davison & Kilgore,1971;Hansen, 1985;Kourilsky, 1977;Schug & Armento, 1985;Webley, 2005;Wehmeyer, 1980) öyle anlaşılıyor ki ekonominin kendine özgü terminolojisi, soyut düşünmeyi gerektirmesi, istatistik işlemlerin yoğunluğu gibi varsayımlarla bu görüş sınırlı da olsa varlığını korumaktadır.…”

Section: Introductionunclassified

Ekonomi Okuryazarlığı ve Eğitimine İlişkin Alan Uzmanı ve Öğretmen Görüşlerinin Belirlenmesi

Yıldırım

Öztürk

2017

Erciyes Journal of Education

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This study was conducted to determine the views of economists, social studies education field experts, and social studies teachers on economic literacy and economics education in Turkey. The study was conducted with descriptive survey model. The study group consisted of 116 volunteer participants including experts working in the economics and social studies teacher education departments in the universities and social studies teachers working in the six counties of Istanbul. The data were collected through a demographic information form and two questionnaires. In the analysis of the data, frequency, percentage, and sum of ranking scores were used. According to the results, participants think that economic literacy level of Turkish society and economics teaching are insufficient. A majority of the participants regard economic literacy as a basic competency area for all citizens. Participants consider high school stage as the most appropriate education level for teaching economics, then middle school, undergraduate, primary, and kindergarten levels, respectively. In addition, approximately two thirds of participants believe that economics teaching should be designed based on the interdisciplinary approach in middle schools. A considerable proportion of the participants suggest that the interdisciplinar programs should be associated with current developments related to the country and world agenda, geography, and politics. The findings of the study show that economic literacy and economics education are seen as an important and necessary competency by different stakeholders in the field, also an inadequate area for all society. Keywords ÖZETBu araştırma ekonomi ve sosyal bilgiler alan uzmanları ile sosyal bilgiler öğretmenlerinin ekonomi okuryazarlığı ve ekonomi eğitimine ilişkin görüşlerini belirlemek amacıyla gerçekleştirilmiştir. Betimsel tarama modeline uygun olarak yürütülen araştırmanın çalışma grubunu üniversitelerin ekonomi ve sosyal bilgiler eğitimi programlarında görev yapan uzmanlar ile İstanbul'un altı ilçesinde görev yapan sosyal bilgiler öğretmenleri oluşturmaktadır. Araştırmaya toplam 116 uzman ve sosyal bilgiler öğretmeni gönüllü katılım göstermiştir. Araştırmanın verileri, bir kişisel bilgi formu ve iki anket aracılığıyla toplanmıştır. Elde edilen verilerin analizinde frekans, yüzde ve sıra sayıları toplam puanları kullanılmıştır. Araştırmada elde edilen sonuçlara göre katılımcıların çoğu Türkiye toplumunun ekonomi okuryazarlığı düzeyini ve aldığı ekonomi eğitimini yetersiz görmekle birlikte oldukça önemli bir kısmı ekonomi okuryazarlığını vatandaşlar için gerekli bir yeterlik alanı olarak görmektedir. Ekonomi eğitiminin gerçekleştirilmesi gereken eğitim kademesi olarak en çok ortaöğretim kademesi, daha sonra sırasıyla ortaokul, yükseköğretim, ilkokul ve anaokulu kademeleri tercih edilmektedir. Ortaokul kademesinde ekonomi öğretiminin çoğunlukla disiplinlerarası program yaklaşımına uygun olarak tasarlanması gerektiği düşünülmektedir. Disiplinlerarası yaklaşımla tasarlanması önerilen program...

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“…Parents are widely regarded as the first and most important influence on children's learning about money (Jong, 1997;Kourilsky, 1977;Marshall & Magruder, 1960;Neisser, 1960). Despite studies like Carlson and Grossbarfs study (1988) that found no specific relation between parenting styles and consumption behavior, the research generally suggests that the climate that parents create can affect the children's attitudes about money (Eliot, 1932;Neisser, 1960) and that parental attitudes can shape their financial dealings with children (Feather, 1991).…”

Section: Family Factors and Financial Behaviormentioning

confidence: 99%

Early family experiences and the financial behavior of college students: the impact of gender and gambling

Miller

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The Kinder-Economy: A Case Study of Kindergarten Pupils' Acquisition of Economic Concepts

Cited by 55 publications

References 0 publications

Financial Capability in Children: Effects of Participation in a School-Based Financial Education and Savings Program

Financial Capability in Children: Effects of Participation in a School-Based Financial Education and Savings Program

Ekonomi Okuryazarlığı ve Eğitimine İlişkin Alan Uzmanı ve Öğretmen Görüşlerinin Belirlenmesi

Early family experiences and the financial behavior of college students: the impact of gender and gambling

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