The goal of the project is to educate primary schoolchildren in financial terms. Project "financial literacy in primary school" project on the topic. What is money and what is it for

The project on economic education "Financial literacy in primary school" was developed within the framework of complex thematic planning of educational activities for primary school children.

The activities of the project are aimed at forming the necessary ideas about the financial component of a modern family, organizing the material side of the surrounding space.

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Completed by: Kravets Ekaterina Aleksandrovna Primary school teacher MBOU SOSH № 34 municipal budgetary educational institution with secondary school № 34 in Novoshakhtinsk PROJECT "Financial literacy in primary school" Primary school teacher MBOU SOSH № 34 Kravets Ekaterina Aleksandrovna

Explanatory note The project is dedicated to analyzing your budget, exploring ways to save and putting them into practice. The project is long-term, research, individual, by profile - interdisciplinary; content - financial literacy; by the type of design object: practice-oriented.

The relevance of the topic of the project is that each person needs to be able to rationally and competently manage their finances.

Project goal: formation of students' ability to keep track of expenses and incomes, skills in drawing up an elementary budget

Tasks: 1. To acquaint with the concepts of "budget", "income", "expenses", "deficit", "surplus", "economy" 2. To teach how to keep records of income and expenses in the process of independent drawing up of an elementary budget 3. To acquaint with constant growth needs and disabilities 4. To educate students to be economical about the budget

Expected results: Personal: the student's readiness for self-development; formation of motivation for purposeful activity; the ability to set goals and make life plans.

Subject: understanding the basic principles of the economic life of society: understanding 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 the techniques of working with economic information, its comprehension; carrying out simple financial calculations. acquiring knowledge and experience in applying the knowledge and skills acquired to solve typical problems in the field of the family economy: knowledge of sources of income and directions of family expenses and the ability to draw up a simple family budget;

Metasubject: Cognitive: the ability to set an educational task for oneself, the ability to choose methods and find information for its solution and structure the knowledge gained; establish causal 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 students of what has already been done and what else needs to be done self-regulation as the ability to mobilize strength and energy, to volitional effort Communicative: the ability to enter into a dialogue and conduct it, taking into account the peculiarities of communication with various groups of people, to prove their judgments;

Project result At the end of the project, a 4th grade graduate will clearly know such concepts as "budget", "income", "expenses", "deficit", "surplus", "savings", learn how to keep records of income and expenses in the process of self-compilation elementary budget, as well as will be careful and manage your budget correctly.

1st class "I am in the world of money" September Lesson - game "We are business guys!" October Household bookkeeping November Consumer basket December Excursion to the Pyaterochka supermarket January Currency of different countries February "Travel to the country Economy" March Business game on-line "Forest Fair" April Round table "Financial alphabet" May "Piggy bank of happiness"

"We guys are business!"

"Home bookkeeping"

" Consumer basket"

Excursion to the supermarket "Pyaterochka"

Thank you for your attention!

Averina-Kutsenko Elena Vladimirovna, teacher of geography, economics MBOU "Lyceum number 86"
Kreskova Yulia Vasilievna, teacher of history and social studies MBOU "Gymnasium No. 166 of the city of Novoaltaisk, Altai Territory"
Merkulov Artyom Viktorovich, teacher of history and social studies MBOU "Gymnasium No. 166 of the city of Novoaltaisk, Altai Territory"

Banking system game (PPTX, 1.64 Mb)

Project (PPTX, 191 Kb)

Project 2: Income. Lesson of new knowledge, grade 5

Parfenova Elena Vladimirovna, teacher of history and social studies MBOU "Gymnasium number 69"
Savinkina Inna Valerievna, teacher of history MBOU "Lyceum No. 124"
Siromakho Irina Sergeevna, history teacher MBOU "Gymnasium No. 69"
Sokolova Galina Vasilievna, teacher of history MBOU "Gymnasium №80"
Suvorova Irina Sergeevna, teacher of history and social studies, ODNKNR MBOU "Secondary school number 53 with in-depth study of individual subjects"
Funk Svetlana Nikolaevna, history teacher MBOU "Lyceum No. 124"

Financial literacy lesson grade 5 (DOCX, 20 Kb)

Project 3: Money loves an account, or how to manage your wallet so that it is not empty. Lesson of new knowledge, grade 3

Zarechneva Tatyana Nikolaevna, primary school teacher MBOU Secondary school №1
Kekalo Natalya Aleksandrovna, primary school teacher MBOU MCOU "Pervoaleisk secondary school"
Rakova Elena Vladimirovna, primary school teacher MBOU "Pavlovsk secondary school"
Raspopova Marina Mikhailovna, primary school teacher at the Pavlovsk secondary school
Solovyova Tatyana Grigorievna, primary school teacher MBOU "Gymnasium No. 11"

finance class (PPTX, 3.85 Mb)

financial literacy (DOCX, 53 Kb)

Project 4: What is money and what it is. Extracurricular activities, grades 2-4

Bolotova Lyudmila Ilyinichna, primary school teacher of MBOU "Druzhbinsk secondary school"
Bessonova Olga Nikolaevna, primary school teacher MBOU "Secondary school №24"
Epishina Elena Georgievna, primary school teacher MBOU "Gymnasium number 69"
Eremina Marina Viktorovna, teacher of MBOU Buranovskaya secondary school
Mayorova Elena Nikolaevna, primary school teacher MBOU "Gymnasium No. 69"
Lyapina Lyudmila Nikolaevna, primary school teacher of the Moscow State Educational Institution "Podoinikovskaya Secondary School named after Hero of the Soviet Union M.I. Rogachev"
Ellert Elena Alekseevna, primary school teacher of MBOU Pobedimskaya secondary school

What is Money-5 (PPTX, 322 Kb)

Project 5: Let's take a closer look at money. Extracurricular activities, grade 2

Baklazhko Natalya Aleksandrovna, primary school teacher MBOU "School No. 113 named after Sergei Semenov"
Zharinova Evgeniya Vasilievna, primary school teacher of MBOU "Novoromanovsk secondary school"
Zemlyakova Natalya Gennadievna, primary school teacher MBOU "Lyceum No. 101"
Sapegina Margarita Nikolaevna, primary school teacher MBOU "Secondary School No. 55"
Saprykina Irina Valerievna, primary school teacher of MBOU "Pospelikhinskaya secondary school No. 2"

Lesson 2 Let's take a closer look at the money (DOCX, 25 KB)

Project 6: How to Save Money? Extracurricular activities, grades 2-3

Akenshina Larisa Alekseevna, primary school teacher of MCOU "Trusovskaya secondary school"
Alekseeva Natalya Viktorovna, primary school teacher MBOU "Lyceum" Erudite "
Levchuk Nadezhda Nikolaevna, primary school teacher MBOU "Secondary School No. 78"
Lyutykh Galina Gennadievna, primary school teacher MBOU "Primary school №16"
Mash Tatyana Fyodorovna, primary school teacher of the Moscow State Educational Institution "Gonoshikhinskaya Secondary School"
Shipilova Larisa Viktorovna, primary school teacher of the Moscow State Educational Institution "Trusovskaya Secondary School"

Savings (PPTX, 26.04 MB)

Technological map of the lesson (DOCX, 23 Kb)

Project 7: Family budget. Extracurricular activities, grade 6

Bulgakova Daria Alekseevna, teacher of history and social studies MBOU "Secondary school №50"
Kiselev Vadim Anatolyevich, teacher of history, social science MBOU "Secondary school №10" Cadet corps of young rescuers "
Podbolotova Margarita Alekseevna, teacher of history, social studies MCOU "Talmen secondary school No. 5"
Sutormina Anna Nikolaevna, teacher of history, social science MBOU "Secondary school №10" Cadet corps of young rescuers
Tutukina Lyudmila Anatolyevna, teacher of mathematics MBOU "School No. 60"

Lesson draft (PPTX, 1.52 Mb)

Project 8: Money: What is it? Lesson-discovery of new knowledge, grade 8

Afanasyeva Lyudmila Leonidovna, teacher of mathematics MBOU "Gymnasium No. 3"
Erofeeva Yulia Danilovna, teacher of history and social studies MBOU "Lyceum No. 101"
Makhotkina Yulia Vasilievna, teacher of history and social studies MBOU "Secondary school №76"
Rubtsova Elena Yurievna, teacher of technology MBOU "Profile Lyceum No. 24", Rubtsovsk
Shustik Tatyana Ivanovna, teacher of technology MBOU "School №89 with in-depth study of individual subjects"

Technological card money (DOC, 111 Kb)

Financial literacy (PPTX, 1.26 Mb)

Project 9: Tax system in the Russian Federation. Business game, grade 8

Bessonova Elena Vladimirovna, teacher of history, social studies MBOU "Basic secondary school No. 15"
Imenova Lyudmila Valentinovna, teacher of economics MBOU "Secondary school №93"
Isaeva Natalya Vladimirovna, teacher of MBOU "Poroshin secondary school"
Maslova Larisa Nikolaevna, teacher of Russian language and literature MBOU "Savvushinskaya secondary school named after Hero of the Soviet Union K.N. Chekaev "
Saveliev Sergey Nikolaevich, teacher of history and social studies MBOU "Lyceum № 129" named after the Siberian battalion of the 27th rifle division
Sokolova Lyudmila Vasilievna, teacher of history and social studies MBOU "Lyceum" Erudite "
Chernykh Lyubov Mikhailovna, teacher of history and social science MBOU "Secondary school №98"

Business game (DOCX, 35 Kb)

Project presentation (PPTX, 808 Kb)

Applications (DOCX, 684 Kb)

Lesson development (DOCX, 28 Kb)

Project 11: Money: What Is It? Extracurricular activities, grade 8

Avilova Natalya Nikolaevna, teacher of history and social studies MBOU "Lyceum number 112"
Rudakova Lyudmila Anatolyevna, teacher of history and social studies MBOU "Secondary school number 118"
Saprykina Nadezhda Alekseevna, teacher of history and social studies MBOU "Secondary school number 81"
Safonova Olga Viktorovna, history teacher at MBOU "Secondary School No. 51"
Chepkasov Ruslan Vladimirovich, teacher of history and social studies MBOU "Secondary school number 31"
Chuvashova Olga Alexandrovna, teacher of history and social studies MBOU "Secondary school number 31"

Project Money Courses 2016 (PPT, 1.68 Mb)

Lesson project (DOCX, 27 Kb)

Project 10: First money. Extracurricular activities, grade 2

Badulina Tatyana Grigorievna, primary school teacher MBOU secondary school number 20
Mityushova Svetlana Yurievna, primary school teacher MBOU secondary school number 106
Oskina Elena Vasilievna, primary school teacher at MBOU Nizhnechumanskaya secondary school
Pochankina Marina Vasilievna, primary school teacher at MKOU Borisovskaya secondary school
Rudakova Tatyana Alekseevna, primary school teacher MBOU secondary school number 106
Chernova Tatyana Yurievna, primary school teacher MBOU secondary school № 20

Lesson summary first money (DOCX, 65 Kb)

First money (PPTX, 1.82 MB)

Project 15: Family budget

Vera Mikhailovna Prishchepa, educator of the KGBU "Romanov Center for Aid to Children Left Without Parental Care"
Yusupova Natalya Aleksandrovna, educator of the KGBU "Yarovskaya center for helping children left without parental care"

Family Budget (PDF, 409 KB)

Presentation 1 (PPTX, 329 Kb)

Presentation 2 (PPTX, 1.45 Mb)

Project 16: Where is the money spent?

Gartman Tatyana Evgenievna KGBU "Pankrushikhinsky center of assistance",
Zobnina Irina Aleksandrovna KGBU "Mikhailovsky Center for Helping Children",
Kravchuk Nina Nikolaevna KGBU "Pospelikhinsky center for helping children",
Ugreninova Nina Evgenievna KGBU "Pavlovsky center for helping children",
Chukanov Eduard Yuryevich KGBU "Aleyskiy center for helping children",
Yamshchikova Anna Ivanovna KGBU "Kuibyshev Center for Helping Children"

Lesson summary (PDF, 306 Kb)

Presentation: Where to spend money (PPT, 6.23 Mb)

Game Economic Riddles (PPT, 4.84 Mb)

Project 17: What is money?

Abasova Victoria Gennadievna (Zarinsk)
Bakanova Marina Borisovna (village Troitskoe)
Kiryanova Evgeniya Albertovna (Rubtsovsk)
Lipinskaya Anastasia Yurievna (Kamen-na-Obi)
Maslova Evgeniya Nikolaevna (village Topchikha)
Simaeva Larisa Nikolaevna (village of Altayskoye)
Khizhnyak Anastasia Leonidovna (Central Siberian station)

Lesson summary (PDF, 369 Kb)

Presentation (PPTX, 2.09 Mb)

Project 18: Family Budget

Larikova S.A. MBOU "School No. 127", Barnaul
Shirobokova O.A., MBOU "Lyceum No. 2", Barnaul
Selivanova N.L., MBOU "Srostinskaya secondary school named after V.M. Shukshin "
Smirnova S.G., MBOU "Setovskaya Secondary School"

Technological map of the lesson (PDF, 420 Kb)

Lesson presentation (PPT, 1.43 Mb)

Project 19: What are taxes and why pay them

Ruf Yulia Aleksandrovna MBOU Neninsk secondary school named after Hero of the Russian Federation Laysa A.V.,
Subbotina Tatyana Valerievna MKOU "Peasant school",
Konkin Ivan Ivanovich MKOU Togul secondary school,
Gubanova Elena Anatolyevna MBOU "Tselinnaya secondary school".,
Bagrintseva Natalya Valentinovna MBOU "Lyceum No. 101", Barnaul,
Voronina Elena Gennadievna MBOU Secondary School No. 3 Novoaltaisk,
Melikhov Vladimir Alexandrovich MBOU secondary school №84.

Technological map of the lesson (PDF, 466 Kb)

Tax (PPTX, 1.90 MB)

Project 20: Money: What Is It?

Maykopova Raisa Ivanovna MBOU "Gymnasium №80"
Nikitina Tatiana Aleksandrovna MBOU "Gymnasium №80"
Vikulina Oksana Alexandrovna MBOU "Sannikovskaya secondary school"
Potekhina Olga Sergeevna MBOU "Maloeniseyskaya secondary school"
Voloshina Tatyana Sergeevna MBOU "Gymnasium No. 3"

Technological map of the lesson (PDF, 461 Kb)

Presentation (PPTX, 1.21 Mb)

Project 21: Where does the family get money from?

Arkhipova Oksana Fedorovna MBOU "Zavyalovskaya secondary school number 1"
Beltikova Anna Sergeevna MBOU "Sannikovskaya secondary school" Pervomaisky district
Bezhbarmakova Irina Ivanovna MBOU Neninsk secondary school named after Hero of the Russian Federation Lays A.V.
Elena V. Vedrova MBOU "School No. 127, Barnaul"
Shalpova Tatiana Petrovna MBOU "Lyceum No. 2, Barnaul"

Technological map of the lesson (PDF, 714 Kb)

Presentation (PPTX, 2.43 Mb)

Project 23: Money: What Is It?

TV Zhukova, teacher of history and social studies MBOU "Upper Obskaya secondary school named after M.S.
Evdokimova ", Smolensk district
M.A. Tkachenko, teacher of Russian language and literature "Ust-Katunskaya
OOSH ", a branch of MBOU" Verkh-Obskaya secondary school them. M.S. Evdokimova ", Smolensk district
O.A. Sviridyuk, teacher of history and social science MBOU "Pervomayskaya secondary school",
Pavlovsky district
N.N. Chistyakova, teacher of history and social science MBOU "Pervomayskaya secondary school",
Pavlovsky district
N.K. Ellert, teacher of history and social studies MBOU "Secondary school number 5", Biysk

In the 2015/2016 academic year, an experimental course on financial literacy for schoolchildren was tested in 8 Kaliningrad educational institutions.

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

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

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

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

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

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

Teaching materials are available for download:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Materials of the training course on financial literacy for students of educational institutions of secondary vocational education

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

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

KHROMATIDI K.M.

2016 year

Project annotation

A 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 terms 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. Financial literacy projects are being implemented at the national level in many countries. In our country, such proposals are being put forward, and the state does not stand aside. At the moment, a number of programs are being implemented: "The State Program for Improving Financial Literacy in the Russian Federation", "Financial Culture and Citizens Security", "Financial Education Project in Russia" Improving the Financial Literacy of Low-Income Population "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 their personal finances, as well as improve their level of well-being through rational distribution of expenses and budget planning.

The development of a modern market economy presupposes wide participation of the population in long-term accumulative pension, insurance and mortgage schemes, which help to solve many issues related to pension accumulation, social insurance, education and housing.

The active saving 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 the financial market offers, the general growth of income and savings of the population, which makes the problem of increasing financial literacy even more urgent.

Improving financial literacy contributes to an increase in the quality of financial services, expands the opportunities for citizens to use financial services more efficiently.

The relevance of this project is confirmed by the sociological survey conducted in September this year among the first-year students of the State Budgetary Educational Institution PTTTiS on the topic: "Assessment of financial literacy". From the results of the survey, we can conclude that about half of the students consider themselves financially literate people and monitor their personal expenses. But the other half remains, which needs clarification on 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 a set of educational activities in order to actively involve young people in improving financial literacy.

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

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

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

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

5. Based on the results of approbation, taking into account all the shortcomings, conduct classes in the orphanage number 32.

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

Target groups of the project:

This project is aimed at children from.

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

Within the framework of the developed program for inmates of the orphanage number 32, issues of personal financial planning, network marketing and financial pyramids, banking products are considered.

Terms of project implementation

Reducing financial risks;

Improving the level of financial literacy;

Opening a section on the website of the technical school;

Interregional exchange of experience between the participants of the club's program;

Expected results of the project:

Creation and implementation of new leisure and;

Training of personnel in the direction of "Financial literacy";

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

Increase in the number of orphans who have the opportunity to receive affordable 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;

Exchange of experience with other educational institutions;

Prospects for the implementation of the project.

Possible creation of a virtual club for financial literacy;

Attracting students to design and research work on financial education;

Search for like-minded people, establishing links with other educational institutions of the city, operational exchange of experience in order to create a single educational and educational space;

Creation of a press center for the club;

Final provision.

As a result of the implementation of the project, the communicative culture of the student is increased, which is a very important component in the formation of the student's consciousness. There is a decrease in the number of ill-considered financial investments, as well as an increase in the share of financially literate population will contribute to the development of the financial market, the inflow of investments from citizens, an increase in the quality of offered products and services, 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, acquire 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 a stable view that financially literate people are better protected from financial risks and unforeseen situations. They are more responsible in the management of personal finances, they are able to increase the level of well-being by allocating available cash resources and planning future expenses.

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

Application form

Research topic: "Assessment of financial literacy".

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

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

Rules for completing the questionnaire: circle the answer that you think is more in line with your opinion. Thank you in advance for your work. Filling out the questionnaire will take you 5-7 minutes.

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

1. Yes, I keep track of expenses.

2. No, I do not keep records.

3. I am at a loss to answer

2. Tell me, please, what questions about the financial market do you especially need now?

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

2. Consulting on planning a personal budget.

3. Housing consultations.

4. The functioning of the pension system.

5. Taxation of income of individuals and receiving for training.

6. Other (write) _________________________

7. I am at a loss to answer.

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

2. Rather yes.

3. Probably not.

5. I am at a loss to answer

4. Please tell me if you need to improve your financial literacy?

2. Rather yes.

3. Probably not.

5. I am at a loss to answer.

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

2. Rather yes.

3. Probably not.

5. I am at a loss 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 in the framework of the subject "economics".

4. Need a separate subject "Fundamentals of Financial Literacy" in the program.

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

6. I am at a loss to answer.

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

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CONTENTS

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

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

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

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

Project stages …………………………………………………………………… ..p. five

Expected results ……………………………………………………… ... p. five

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

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

References …………………………………………………………… ..p. nine

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

Introduction

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

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

The project was drawn up in accordance with the principles determined by the Federal State Educational Standard for Preschool Education (hereinafter FSES DO).

The project for the formation of financial literacy "Little financier" was developed for the purpose of financial education of children of senior preschool age in the framework of complex thematic planning of educational activities.

The activities of the project are aimed at forming the necessary ideas for preschoolers about the financial component of a modern family, the organization of the material side of the surrounding space.

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

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

Relevance

A low level of financial literacy negatively affects the personal well-being and financial potential of households, hinders the development of the financial market, 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 institutions, the lack of clear 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 lack 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 is a relatively new direction in preschool pedagogy. Numerous studies of recent years indicate the need to introduce economic education from preschool age, when children receive the primary experience of participating in elementary economic relations, they are introduced to the world of economic reality.

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

Formulation of the problem

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

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

Tasks:

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

Project participants:

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

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

Project type: information-practice-oriented

Project stages:

Stage 1 - Organizational:

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

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

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

Estimated results

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

• Parents receive additional knowledge on raising children's financial literacy.
• Teachers will receive a system of work to shape the financial experience of children.

Action plan for financial literacy of children

Monday:

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

Demonstration of the presentation "History of Money"

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

GCD "The house in which money" lives "

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

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

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

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

Tuesday:

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

GCD "Family Income"

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

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

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

Target:

Wednesday:

"Presentation of the family budget"

Role-playing game "Supermarket";

GCD "Travel of money"

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

Target:

Thursday:

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

Presentation "Discovery route" ATM "

Productive activity: making crafts for the fair

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

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

Friday:

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

[cm. Appendix No. 2]

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

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

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

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

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

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

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

List of used literary sources

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

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

Internet resources

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

https://dohcolonoc.ru/

http://e.stvospitatel.ru/

Appendix No. 1

Why does a child need financial literacy?

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

Robert Kiyosaki

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

1. What is money

2. Where to get them

3. How to properly dispose of them

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Appendix No. 2

Games with economic content

Game "I want - it is necessary"

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

Game "Buy a gift for a friend"

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

"Who's doing what?"

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

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

TSO: cards depicting a profession (salesman, cook, cashier, artist, banker) and labor action (weighing goods, preparing food, drawing, talking, counting money, showing advertising samples, etc.).

"Guess where they are sold"

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

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

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

"A toy shop"

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

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

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

"What will they buy faster?"

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

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

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

"Monopoly"

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

Appendix No. 3

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

Tasks:

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

Preliminary work:

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

Material:

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

Stroke

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

Children: Yes.

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

Children: list the modes of transport.

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

Children: on a flying carpet.

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

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

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

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

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

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

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

Music from the cartoon about Crocodile Gene sounds.

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

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

Children: Crocodile Gena received a salary.

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

Children: dad, mom, grandma ...

V-l: What do they get paid for?

Children: for the work done(children read poetry)

1.A month has passed

What I'm very happy about

After all, to my parents

Salary is paid.

2. Payday has arrived

Dad went to the store.

Mom's wardrobe has been replenished

And I got the plane.

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

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

1.Today is the first day,

Which I am very happy about:

After all, it receives on this day

Scholarship my brother ...

2. I explained to my friends,

Let all the guys know

That, in essence, the scholarship is

Student salary.

3. Students for academic work

The scholarship has been awarded.

Brother will buy many books for himself,

And I have ice cream!

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

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

1.My grandfather and grandmother

Worked hard from the heart.

For many years they tried

So the pensions have arrived.

Of course, grandfather from retirement

Will buy yummy sweets.

I always go to visit them,

I help as much as I can.

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

Children: selling flowers, old woman Shapoklyak received money

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

Children: the income will be greater.

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

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

and putting coins in a common "wallet")

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

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

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

Children: people get paid for their work.

L : What is money for?

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

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

Guess what it's called

What kind of money is being sold.

This is not a wonderful gift

But simply - simply .... (product)

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

Children: No.

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

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

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

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

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

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

(children receive coins for correct answers)

Children :

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

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

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

• Who teaches you to read, write so that you can become smart Who will sell you cottage cheese, sausages and "Whiskas" for your favorite pussy?
• Who will nail your heel, insert the clasp into your boot?
• Who checks the tickets, kicks out the ticketless ones?
• Who sews a sundress from fabric for Tanya?
• Who will cure all diseases and know what is better for whom?
• Who guards the borders and protects our sleep?
• Who teaches to speak purely and to pronounce all sounds?
• Who flies into space in a fast rocket and sees the earth like a globe?

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

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

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

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

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

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

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

and spend them in the "Store"

(Game "Shop)

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

buy one item or several.