Learning about finance from as early age as 5 years, will enable them to be active citizens in different everyday situations, not only in terms of notions, but also in terms of behaviors that have to do with basic ethical choices and that determine the "small" gestures of buying, saving, debt, deferring spending, welfare and solidarity. The reflection on the use of money must start from deeply divergent instances: the economic crisis, the dematerialization of money, the purchasing capacity of families. It is fundamental, from an early age, to understand the value of money and the mechanisms that guide the economy, in its simplest forms: profit, savings, investment, gift. Money should be understood as an instrument of a wider planning, capable of embracing the different spheres of action of the economy.
STRATEGIES FOR TEACHERS
Introduce in the classes themes and works of approach and understanding of economics and finance through the knowledge and experimentation of three macro concepts to which correspond as many conceptual environments:
INDIVIDUAL ECONOMIC CHOICESS Themes such as labor costs, the creation of prices, how does the relocation of production, the quality of raw materials. Children think about why a certain good has a certain price
ECONOMY OF COLLECTIVITY The public good and taxes. Public goods cannot be sold, not because they have no price, but because they belong to everyone: nobody has the right to sell them and buy them. and they find themselves with a part of the city.
THE CYCLE OF ECONOMY by introducing three economic subjects: savers, banks and businesses, addressing common concepts such as ATM, bank, credit card, mortgage, loan, interest, payroll.