Summary of a lesson on economic education in the senior group with presentation

Why and how to study economics with children

Economic classes are conducted in a preschool institution (hereinafter referred to as the preschool educational institution) as part of educational activities to understand the world around us (“Socialization” block). They pursue the following goals:

1. To give the concept of money, to teach how to treat it carefully.
2. To develop an understanding of the importance of work in a person’s life.
3. Talk about the process of producing goods and their consumption.
4. Introduce the term “advertising”.
5. Teach useful household habits.
6. Promote the development of reasonable needs.

Thus, economic education in preschool educational institutions includes the following main blocks:

• labor and its product;
• money;
• advertising;
• economics in everyday life.

Tasks and techniques relevant for children of different ages

It is advisable to start economic classes in kindergarten from the middle group:

1. Four-year-old kids learn where various goods in stores come from.
2. Children learn that every product has its own price.
3. Knowledge about professions is expanding, respect for working people is being fostered.
4. The children get acquainted with the concept of a family budget and its components:
   parents' salary;
5. grandparents' pension;
6. older sister or brother scholarship.
7. The concept of “human needs” is introduced.
8. Preschoolers receive an initial understanding of advertising - a way to convey information about a product to the consumer.

The following techniques will be effective in classes with children aged five years:

1. Mandatory presence of a game component. For example, the same fairy-tale character comes to the children for each lesson, for example, the gnome Economik or the toy boy Vasya Economkin.
2. Work on economic education will be more successful if parents are involved in it. The teacher must convey to their understanding the importance of the problem (for example, if the teacher tells the child about reasonable consumption, and mom and dad fulfill his every whim, then what kind of effectiveness can we talk about?). An interesting idea is to hold an auction of “goods” that kids will make at home with their parents. Another option is to exchange them with classmates (the concept of “barter” is introduced). Mom and dad should explain to their children the specifics of their work and tell them whether they are satisfied with the salary. These old, true concepts about work and its payment will help instill independence and frugality in your child.

Each economics lesson may feature the same fairy-tale character, for example, the gnome Economy

In older preschool age, the range of economic concepts that children become familiar with expands. Previously acquired knowledge is deepened:

1. The children get acquainted with professions that are related to economics and business: entrepreneur, manager, marketer, advertiser, advertising agent.
2. The teacher teaches preschoolers to correctly perceive advertising, the ability to understand it, and balance their desires and capabilities.
3. The concept of production and consumption is becoming more complex.
4. The concept of economics in everyday life is introduced, children learn useful habits that help preserve natural resources, as well as the family budget (for example, do not leave lights and water on, take care of clothes, shoes, etc.).
5. The teacher introduces the children to the concept of “currency”; they look at an album that shows banknotes and coins from different countries.

In classes with students of the senior and preparatory groups, it is important to use the following techniques:

1. Individually fill out the family expenses table (the preschooler puts pluses in the necessary sections: groceries, clothing, medicines, large purchases, toys, transportation costs, etc.). This will allow the child to understand what expenses in the family consist of and to understand the temporary lack of money with understanding.
2. Encouraging children for active work in class and correct answers (for example, these can be medals made by the teacher).
3. Mandatory analysis of the lesson, development of self-esteem in children. This moment can be played out interestingly. For example, a white and a blue cloud are hung on the board. If a child believes that he has received useful knowledge that will be useful to him in life, then he glues a blue drop under the blue cloud. If something remains unclear or the preschooler was not interested in the lesson, then he places a white drop under a white cloud.
4. Work with parents continues. You can interest them in a competition to present your own “company”: the child, together with his family members, comes up with a logo, studies the market demand and supply of his product, and thinks through advertising moves.
5. In the preparatory group you can practice economic charades and crosswords.

GAME “SPAY THE GOODS”

Goal: to teach children to classify objects according to general characteristics; consolidate children's knowledge about the variety of shopping facilities.

Progress of the game

Several pictures are laid out in front of the child depicting objects that may be products in various stores.

Exercise 1

Arrange the pictures into groups in which the objects are united by a common purpose.

Give names to stores that can take this product for sale, for example: “Milk”, “Bread”, “Toys”, “Clothing” and the like.

Task 2

To group pictures, there is no need to differentiate objects based on common characteristics, but to offer your own options for combining them, guided by your own experience. For example, “Gastronom”, “Children’s World”, “Meat - Milk”, “Fruits and Vegetables” and the like.

Types of economic classes in preschool educational institutions

To make economics interesting and understandable for preschoolers, the teacher chooses interesting forms of classes. First of all, this implies the inclusion of a gaming component in their structure.

Game activity

Play is the most appropriate way of learning for a preschooler. Knowledge is not imposed on him: through trial and error, the child draws conclusions for himself, and the teacher quietly guides him. Game activities can take the form of a “trip” (to the city of Ekominsk, according to famous fairy tales), quizzes, competitions.

Role-playing games

A role-playing game will help make the economy accessible. Thus, already in the middle group, children happily play in a store or cafe, reproducing the actions of adults - they try on the functions of a seller and a buyer. Hair salon games and taxi games (selling services) also have an economic focus. All of these activities can be included in the lesson. At the same time, it is extremely important that the teacher pronounces all the manipulations, enriching the children’s vocabulary with economic terms. You can also use play money - multi-colored pieces of paper.

The assimilation of new information is successfully carried out in the form of a role-playing game

In older preschool age, the teacher offers the children new games - “Pharmacy”, “Bank”, “Auction”. The traditional game “Shop” is becoming more complicated: the range of products is expanding, they now need to be weighed, the role of not just a seller is introduced, but a cashier issuing checks, and coins are added to paper bills. Children will also be interested in playing in the supermarket, where the seller tells customers about profitable promotions. Let the store offer not only groceries, but also clothes, toys, sports and office supplies, etc. To make the role-playing game as close to reality as possible, the teacher and the children can make price tags for goods.

During such a game, it is important to periodically create a problematic situation for children that requires a choice: for example, should they spend all their available money in a store or set aside some and gradually save up for a larger purchase? Should I spend a certain amount on medicine or new clothes? And so on.

Board games

In their free time, preschoolers can play board games of economic content (“Manager”, “Monopoly”, “Cash Flow”), thereby reinforcing economic concepts (it is better if they play with a teacher or under his supervision: these are quite complex games, the rules of which often require additional explanations and comments). Such games are more suitable for older groups.

The board game "Monopoly" will help reinforce economic concepts

Didactic games

It is also worth actively including didactic games in classes. These are numerous manuals for establishing the sequence of actions for making a product (“Where did the bread come from?”, “How does a book appear?”, “Building a house,” “How does a dress appear?”, etc.). Other games consist of selecting attributes for various professions (“Who needs what for work”, “The fifth odd one”). Depending on the complexity, they can be used with children of different age groups.

The game “Professions” will introduce preschoolers to various types of work and its attributes

Educational activity

In the senior preschool level, traditional educational activities can be conducted. In the process of such activities, the teacher conveys interesting information to the children, combining his story with mini-conversations. This approach is relevant when getting to know the monetary units of different countries and large enterprises of your native land. In such classes, visibility is very important - colorful pictures and photographs.

In an educational economic lesson, visualization plays an important role.

An interesting topic for educational activities is the history of the emergence of money. Older preschoolers will be interested to know that once upon a time people did without this, because each family had everything necessary for life, there was no division into professions. But over time, a division of labor arose: some began to engage only in raising livestock, others - sewing clothes, others - grinding grain, etc. The problem of barter, exchange arose, and it was very difficult to decide how many bags of grain to get for a horse . That's how money was invented.

Barter, or exchange in kind, was a problem at first

Communicative lesson-conversation

Economics is a great topic for developing communication skills in preschoolers. Such classes take the form of dialogue. The teacher formulates clear questions, and the children learn to express their opinions correctly. At the same time, explanatory and evidentiary speech is improved.

You can also understand the basics of economics through communication classes.

An effective technique for work is resolving problem situations that require children to think. Here are some examples:

1. The teacher asks the children to imagine that the science of economics has disappeared in their city. Therefore, at the bakery, instead of bread, at the request of the children, they began to make toys. What consequences will this lead to?
2. The dairy plant does not know the exact number of children living in the city. And for the children's party they made so much ice cream that each child had 10 kg. Is this good and what can it lead to?
3. What would happen if all adults stopped working? (It’s interesting that many preschoolers answer this question that it will be bad because there will be no money. However, the teacher must convey to the children’s understanding that in this case people will have nothing to eat - all food will run out, clothes will be taken away and life will eventually nowhere).

Children always perceive problem situations based on famous fairy tales with interest and enthusiasm:

1. One day Malvina met Pinocchio, who was sitting on a tree stump, looking at coins. He admitted that he did not have enough money to buy an ABC book. Malvina told Buratino that there was an interesting house nearby where you could invest your money, and after a while you could withdraw a large amount. Questions for children:
   What kind of house are we talking about?
2. What is a savings bank?
3. Karabas-Barabas decided to open his own clothing store. On the first day, buyers came (Buratino, Malvina, Pierrot, Artemon) and purchased several things. The next day no one bought anything. And then Karabas-Barabas noticed that the clothes had an unattractive appearance - a button was torn off somewhere, there was a stain somewhere, etc. And then he came up with a move: he crossed out the price of the product and wrote a new, lower one. An advertisement about discounts appeared on the window. Soon all the goods were sold out. Questions:
   What did Karabas-Barabas come up with?
4. Is it profitable to sell goods at a discount?
5. Three little pigs argued about what could be used to build the strongest house. Nif-Nif claims that straw is the cheapest material. Nuf-Nuf wants to build from rods - they are more expensive, but stronger. And Naf-Naf chooses brick, even though it is the most expensive. Questions:
   What material is the cheapest?
6. Which is the most durable?
7. What else could a house be built from if the heroes lived in the north or south?
8. Seven kids wanted to help their mother do the housework. They decided to cook soup from cabbage, potatoes, nuts and apples - they put everything in a pan, added water and put it on the stove. To clean the carpet, they began to run, jump and somersault on it. Of course, Mother Goat was not happy when she saw such “help”, because the kids did not know the rules of housekeeping. Questions:
   Why was the Goat upset?
9. What housekeeping secrets do you know?
10. The fairy godmother opened her own beauty salon for Cinderella. The prince ordered his servants to spread the news throughout the kingdom. Some loudly talked about the salon on the streets and squares, inviting visitors, others placed an advertisement in the newspaper. Cinderella herself sent invitation cards to all her friends, where services and prices were indicated. Questions:
    How did the inhabitants of the kingdom find out about the new salon?
11. What is advertising?

During conversations, the teacher instills in preschoolers respect for representatives of different professions and the value of any work. Already at the age of 5-7, children begin to dream of becoming doctors, hairdressers, machinists, etc. - the teacher asks them to justify their choice. In addition, it is important to tell children about rich people who have achieved everything through their own labor, emphasizing that for this it is necessary to study diligently at school, technical school, or institute. Along with this, it is necessary to cultivate in children compassion for people who find themselves in difficult life situations.

Reading fiction

You can introduce preschoolers to the basics of economics through fiction. For example, many folk tales instill in preschoolers such character traits as thriftiness, hard work and frugality, practicality and prudence. This:

• "Fox with a rolling pin";
• “Porridge from an axe”;
• "Mena";
• “Profitable business”, etc.

There are works that clearly demonstrate the production process (for example, “The Cockerel and the Bean Seed,” “Spikelet”), the essence of advertising (“The Fox and the Goat”). Immersion in a magical atmosphere helps to intensify one’s own activities, mastering knowledge and skills in a relaxed manner.

You can also successfully use original fairy tales to teach economics:

• Lipsits I. V. “Amazing adventures in the country “Economy”;
• Popova T. L., Menshikova O. I. “The Tale of Queen Economy, the villainess of Inflation, a magical computer and true friends”;
• Uspensky E. “The Business of Crocodile Genes”;
• Chukovsky K.I. “Fly-Tsokotukha”, “Fedorino’s grief” (useful habits in everyday life);
• Kataev V. “Pipe and Jug”;
• Andersen G.-H. “Flint”, “The King’s New Clothes”;
• Perrault S. “Puss in Boots”, “Tom Thumb”;
• Mikhalkov S. “How an old man sold a cow”;
• Aksakov S. T. “The Scarlet Flower.”

From modern author’s works, you can choose for class the fairy tale “Budget Keepers” by L. Yastrebova, N. Malgina.

The hero of the work is a wallet in which there are various bills, large and small. He wasn't usually very fat. But sometimes there came days when he was so filled with money that his locks and buttons could barely stand it. During this period, the wallet was opened very often. But a sad time also came: it was empty inside, and the hero was simply thrown from one place to another. And then one day the Wallet had a neighbor - a shiny plastic Card. She said that she is now the custodian of the family budget. Despite the fact that it is small and thin, the Card stores a secret digital code known only to its owner. Therefore, he can buy whatever he wants, even remove bills and put them in his wallet. The wallet was glad that they would not forget about him, and offered to take care of the Card - put it in one of his compartments. The card, after thinking, agreed and felt warmth and comfort in the pocket of the Wallet.

Games and fairy tales on economic topics will help children learn how to handle money

Also good material for classes are poems:

• Mikhalkov S. “What do you have?”;
• Rodari D. “What crafts smell like”;
• Marshak S. “Where did the table come from?”, “How was the book printed?”

In addition, when teaching preschoolers economics, you can use proverbs and sayings. Each of them is a small story accumulating centuries-old folk wisdom.

1. Penny by penny - the ruble runs up.
2. You can’t even pull a fish out of a pond without difficulty.
3. Money loves work.
4. It was done hastily and was done as a joke.
5. Money is a gainful thing.
6. Once you have acquired a thing, know how to handle it.
7. Every crumb in your palm.

Excursions

An economics lesson can be conducted in the form of an excursion . For example, a teacher invites preschoolers to visit a store or bank. Another option is to go to nearby streets to look at advertising banners or corresponding signs in store windows. You can introduce children to the professions of kindergarten employees by showing them their jobs.

An economic lesson can be conducted in the form of an excursion

Labor activity

Economic education has a close connection with the work activity of preschool children. She instills in children such important qualities as responsibility, thriftiness, and thrift. At the same time, the teacher helps children develop useful household habits and use resources efficiently (for example, reminds them to turn off the water when washing toys).

The teacher constantly draws the children's attention to damaged things - broken toys, torn books, and shows how they can be repaired (for example, you can seal the books together with tape).

Labor activity is an important component of economic education

It is necessary to encourage preschoolers to strive to extend the life of surrounding objects - then they will learn to take care of their own and other people’s things.

From childhood, preschoolers need to be taught the value of things: after all, every object was created by someone with their own labor. It is necessary to eradicate in children the habit of thinking that everything that breaks is immediately easily replaced with a new one.

Didactic games for economic education. card index (senior group) on the topic

Economic educational games

"Who's doing what?"

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

Material: Cards depicting a profession (salesman, cook, cashier, artist, banker). Labor action (weighs goods, prepares food, draws, talks, counts out money, shows advertising samples, etc.)

Contents: The child, taking the card, names his profession. Finds the corresponding card with the image of labor actions and talks about them.

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

“Name the professions”

Target. Teach the child to establish a relationship between the results of work activity and a person’s profession. Cultivate an interest in people of different professions.

Material. A chamomile flower, the petals of which conventionally depict the results of the work of people of different professions.

Content. A child, tearing off a chamomile petal, names a profession related to satisfying a specific need.

"Who works, who plays"

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

Material. A set of cards depicting work and game processes.

Content. Each child has a set of paired cards (work - play activities). The child describes the images, names the processes (a boy cleans a shoe, a girl washes doll clothes, children dance, play, etc.). Establishes differences (the presence of a result of labor or its absence).

“What kind of income are there?”

Target. Clarify children’s knowledge about basic and additional incomes; improve skills in independently determining types of income (basic and non-basic).

Material. Cards depicting the main activities for which adults receive their main income - wages (work of a hairdresser, doctor, carpenter, carpenter, weaver, etc.). And types of activities aimed at obtaining natural products (picking berries, mushrooms, working in the garden, vegetable garden, etc.), providing additional income.

Content. Children look at the cards, name the activities of the adults, the result obtained, and highlight the main and additional incomes.

"Freight train"

Target. Strengthen children's knowledge about the place of manufacture of goods; classify goods by place of production.

Material. Cards with an image of a product, a flat image of a freight train with wagons.

Content. Children arrange goods among the carriages so that each contains goods that are identical in place of production. For example, meat products are products of a meat processing plant, dairy products are products of a dairy plant, etc.

Option. Children group objects by place of production: furniture - furniture factory, dishes - earthenware factory, toys - toy factory, etc.

"Product routes"

Target. To develop in children the ability to distinguish goods according to their belonging to a certain group (household appliances, industrial goods, furniture, agricultural products, etc.)

Material. Pictures depicting goods or real objects and toys, signs with the names of stores: “Clothing”, “Furniture”, “Household Appliances”, “Agricultural Products”, etc.

Content. Each child chooses a picture card, names what is drawn on it, and determines which store this product can be taken to. The winner is the one who correctly matches the cards to the signs with the name of the store.

"Put it together"

Target. Expand children's understanding of products; teach how to group them according to different characteristics.

Material. Map (panel) depicting various products.

Content. Each child has a card with different objects drawn on it. Using Euler-Venn circles (diagrams), children combine objects according to various criteria: edible - inedible; toys - tools; goods that are mandatory for everyone are optional, 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.

Material. Pictures depicting vegetables, fruits, furniture, shoes, etc.

Content. Children select groups of cards with images of vegetables, fruits, furniture, etc. Lay them out in front of the corresponding plot picture, where the stores “Furniture”, “Vegetables”, “Supermarket”, etc. are drawn. Establish a relationship between the name of the store and the goods that are in they are sold there.

"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).

Material. Various toys, price tags, trademarks, play money.

Content. Before buying a toy he likes, the child names the material from which it is made (wood, metal, plastic, fabric, paper, etc.). Place of production (where and who made it). Next, the price of the toy is determined. The child counts out a certain amount of money and buys a toy. As toys sell out, the seller adds new ones.

“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.

Material. Cards with images of high-quality and low-quality goods (dresses for a doll, one of them is missing several buttons; toy cars, one of them has headlights of different colors; boots, one of them has no lace).

Content. 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.

“What and when is the best time to sell?”

Target. To consolidate children's knowledge about the demand for goods, about the influence of the seasonality factor (time of year) on real demand.

Material. Cards depicting a store and its environment at different times of the year (summer, winter, etc.); small cards depicting seasonal products.

Content. Children stock the shops with seasonal goods. For example: Panama hats, sandals, sundress, badminton, etc. - to the “summer” store. Fur coat, hats, mittens - in “winter”.

"Domino"

Target. To consolidate knowledge about the name and denomination of coins; develop attention and memory.

Material. Domino cards with coins of different denominations and in different sets.

Content. The rules of the game are common to dominoes. One of the children puts out a domino card, the next child on the left or right puts down a card with the corresponding “set” of coins. At the end of the game, a check is carried out to determine whether the cards have been selected correctly.....

Option. The domino cards feature banknotes from different countries.

"Which is cheaper"

Target. Develop the ability to navigate the price of goods, set the range of items (goods) by price; develop independence in choosing a solution.

Material. Cards with images of various items, price tags.

Content. First, children select items of goods (serial rows) from the cheapest item to the most expensive item and vice versa. Children compare prices, find different and identically priced items.

"Name the Coin"

Target. Expand children's understanding of the variety of names for money in works of art.

Material. Fairy tales “Baby and Carlson”, “The Adventures of Pinocchio”, “Ali Baba and the Forty Thieves”, etc. “Portraits” of fairy-tale characters..

Content. Children look at the illustrations and remember the content of fairy tales. Through a game situation, the name of the money used by the heroes of fairy tales is determined. For example, Carlson buys a puppy for Baby, having several eras. Pinocchio (Pnnocchio) buys a theater ticket for four soldiers. Ali Baba and the Forty Thieves own dinars, etc.

“Who will we give what to?”

Target. Develop the ability to choose the right gift, justifying your choice.

Material. Cards - pictures that depict: cars, dolls, a ball, a puppy, a kitten, a hat, a hat, a suit, a dress, boots, shoes, a badge, a bow, etc.

Content. The teacher displays pictures of the boy Alyosha and the girl Irina. He suggests looking at cards - pictures on which various objects, things, decorations are drawn, choosing the ones you like and giving them to Alyosha and Irina. Children select cards and tell who they are giving what and why.

Option. Children give gifts to cartoon and fairy tale characters.

“Which word is missing?”

Target. Develop the ability to identify an “extra” item, highlighting the common feature of others.

Material. Cards with the image of four objects, of which one is extra.

Ruble, franc, mark (in coins), ruble (banknote).

Jacket, car, ring, sun.

Shop, stall, tent (market), residential building.

Price, product, money, night.

Content. The child is offered four pictures with certain objects depicted on them. To find an extra object, the child combines three objects according to some characteristic. Having named the extra item, the child explains his choice.

"Vice versa"

Target. Teach yourself how to find (select) words that have opposite meanings.

Material. Selection of words (expensive - cheap, lazy - hardworking, export - import, many - few, buyer - seller, etc.)

Content. The teacher calls a word, and the children say the opposite. The one who quickly and correctly finds the right word wins. Then the child becomes the leader.

"Continue the sentence"

Target. Develop the ability to fulfill previously accepted conditions when composing a story.

Material. Pictures of economic content; buying goods in a store, at the market, manufacturing goods, etc.

Content. The adult tells the conditions of the game. Eco-words “live” in each sentence: buyer, seller, money, purchase, price, product, market, exchange, etc. The child looks at the pictures and continues the story started by the adult:

— I liked the toy in the store...

— A clattering fly bought a samovar at the market...

How to teach an economics lesson

The structure of a lesson on economic topics is not fundamentally different from others, but it has its own characteristics.

Motivating start to class

Since economics is a rather complex topic, it is especially important to create motivation in children for educational activities and to intrigue them. Fairy-tale characters are traditionally used for this purpose. For example, Pinocchio appears in the group with gold coins. He wants to buy himself a Primer and a new jacket for his dad Carlo, but he has no idea what stores sell all this.

In the middle group, a conversation about the work of parents can begin with a story about the gnome Econom, who lives in the forest. He is called that because he worked very hard and saved a lot of money. With these funds, the gnome built his own store and works there. His wife, named Gnomella, works as a doctor, treats all the forest gnomes and receives a salary for her service. My grandparents still live with Economy, but they are already old, don’t work, and receive a pension. Gnome Economy can invite kids on a trip, and for tasks completed along the way, he will reward the kids with tokens.

Another option is for the teacher to enthusiastically tell the children that there is a fabulous country on earth called Economy, where unusual people live, and invites them to go there. You can start a lesson in the senior and preparatory groups with a conversation about your hometown, and then tell the children that there is such a city - Econominsk. What follows is a virtual tour of it.

Options for topics for economic classes in preschool educational institutions

In accordance with the main goals of economic education in a preschool educational institution, the teacher thinks through the topics of classes.

1. About finances:
   “What is money for?”
2. “How money appeared”;
3. “Family income and expenses” (as an option “Family budget”, “Family savings and their use”);
4. "What is a bank?"
5. About work and professions:
   “All professions are important”;
6. “Why do you need to work?”
7. About products and stores:
   “What kinds of stores are there?”
8. "Production and consumption";
9. “What are goods and services?”
10. "Advertising: desires and opportunities."
11. General lessons:
    "Financial literacy";
12. "Journey through Economic Education";
13. “Travel to the Country of Economics”;
14. "Excursion around Ekonominsk."

Fragments of notes from classes in economics at a preschool educational institution

Summary of a lesson on economic education in the senior group with presentation

Summary of educational activities on cognitive development in the senior group on the topic “Journey to the Planet Finance”
Purpose: To introduce the history of the origin of money and its purpose. Objectives: 1. To form in children an understanding of the purpose of money. 2. To introduce the types of banknotes and their temporary changes. 3. Foster a correct attitude towards money, give the idea that money pays for the results of people’s work. 4. Develop coherent speech in children. 5. Develop children's imagination, attention, and thinking. Methods and techniques: 1. Game 2. Verbal 3. Practical Integration of educational areas: “Cognition”, “Socialization”, “Communication” Types of activity: game, communicative, motor. Equipment: screen, chest - piggy bank with paper bills and metal coins, bags with salt, cereals, grain, sugar, glass of water, board with magnets, 2 - with coins, with bills, wallets.

Move OD
Introductory part Fairy Kopeechka:
Hello, guys!
I am very glad to be your guest. I didn’t come to you empty-handed, look, I have a chest. And you will find out what is inside by guessing my riddle. We put them in our wallet and go to the store with them. (Money) Children's answers Fairy:
That's right, it's money.
What is money? Reflections of children Fairy:
Indeed, money is a means of life, a special commodity that can be exchanged for other goods and services.
How and where do we use money in everyday life? Children's answers (buying food, paying for transport, buying some gifts and much more) Fairy
: Do you think there was always money?
Reflections of children Fairy:
And to find out, we will go with you today to the planet Finance.
Slide number 3.

Fairy:
Friends, what do you think you can use to go to another planet?
That's right, on a rocket. Well, did you fly? The spaceship is ready to take off, the crew is waiting for the command. Without wasting a minute, we set off. You put on your spacesuits, we have 5 minutes left, I’m launching a rocket. Crews, take your places! Get ready for the rocket launch! Start the countdown: All in unison: 5-4-3-2-1-start! Music is playing. Children imitate a rocket taking off. Slide number 4

Main part Fairy:
So we find ourselves on the planet of finance.
Pay attention to the screen. Guys, why do you think cows walk on this planet? Children's statements. Slide number 5.

Fairy:
In ancient times, people did not know what money was.
They simply exchanged various items. For example, tribes of pastoralists have used cattle as money since time immemorial. Fairy:
Let's look further at who lives on this planet.
Slide number 6.

Guys, what is this?
That's right, shell. In Oceania, India, and Africa, the role of small money was played by cowrie shells, which were attached to fabric or a piece of leather, strung on skins or folded into bags. Different peoples had their own items that served them as money. In Mexico, cocoa beans were money. Slide number 7.

In Canada, Alaska and Siberia, ancient ancestors used the skins of valuable animals as money.
Slide number 8.

And in New Zealand, tribes used stones with a hole in the middle.
Slide number 9.

Fairy:
Guys, pay attention, we have bags on the table.
I suggest you come up, touch and guess what might be stored in them. Children's statements. Fairy:
Let's open it and take a look.
(The bags contain sugar, grain, salt, rice)
Do you think all these substances could serve as money?
Of course they could. All these substances also served as commodity money. The exchange of one thing for another is called barter. Let's think about whether all these things were convenient to use as money? Let's imagine an ancient man goes to the store, and under his arm he holds a bull or a cow, or maybe a large ivory or a bag of stones. It's comfortable? Children's answers.
Why?
Yes, it's inconvenient because they take up a lot of space. They cannot, for example, be put in a pocket like paper or metal money. Therefore, there was a need for another, more practical form of payment. Pay attention to the screen. Slide number 10.

These are gold and silver bars.
An ingot is a form for storing precious metal that has material value. But later, even that kind of money became inconvenient. And over time, when people learned to work with metal, metal coins began to appear. Slide number 11.

Look, are they different from modern coins?
How? Children's answers (uneven edges, lack of a rounded shape) Fairy:
Such coins began to quickly spread throughout the world.
This could be easily explained, since coins are convenient to store, transport, split and combine. They have high cost with low volume and weight. There was such a king in Russia - Ivan the Terrible. Everyone was afraid of him. Under him, they began to make even coins, they depicted a rider on a horse, with a spear in his hands, and people began to call such coins - kopecks. That is, a spear is a penny. Slide number 12.

Physical education lesson “I have a lot of pockets” I’ll put a coin from my pocket on my palm Where is the head, or maybe the tail? I'll ask the coin. One, two, three, put the coin back in your pocket. Fairy:
But the coins were also very inconvenient.
Why do you think? Children's guess. Fairy:
Yes, they needed a lot of them and the coins were heavy and took up a lot of space.
For rich merchants who traded with distant countries, it was dangerous and inconvenient to carry cargo with them: no matter how you hide it, robbers and robbers would immediately find it. That is why people came up with other money - paper money. They are also called bills, banknotes. The first paper money appeared in China. Slide number 13.

And in Russia, the first paper money was introduced under Empress Catherine II in 1769.
Slide number 14.

Fairy
: People got money through exchange and sale.
Guys, how else do you think it was possible to get money? What do your parents get money for? The children are thinking. Fairy:
that's right, let's get to work.
People later came up with the idea of ​​charging money for the amount of work completed. It turns out that money became not only a means of purchasing things, but also paid for the results of people’s labor. Therefore, you need to treat money very carefully. Slide No. 15,16

What kind of money do you and I use now?
Children's answers (Coins, paper money, bank cards).
Slide number 17.

What do you think is more convenient to use?
Where do you think it’s safe to keep money these days? Children express their opinions (it is safe to store money in banks and on plastic cards). Fairy:
How can we figure out what is better than a coin or a bill?
Think about it? Or maybe we can try to check this? On one of the islands of our planet Finance there is an economic laboratory. We will do a little research in it. Let's pass. Stand so that everyone is comfortable. It's time to open my chest. Look what's in it? Children's answers: Coins and banknotes. Fairy
: Like real researchers, we will record all our results on the board: we will divide it into 2 parts - coins and bills.
Look what's on the table? Children:
Bills, coins, glass of water.
Fairy
: let's do 1 experiment.
1. Experiment. Fairy:
The paper wrinkles and tears;
coin - no. What conclusion can be drawn? Children:
The coin is better.
It doesn't wrinkle or tear. Fairy:
On the board opposite the coin we place a chip - a magnet, here the coin showed its best qualities.
2. Experiment. [ Fairy:
Place the paper in the water.
What's happening? Children:
She gets wet.
Fairy:
What happens if she gets wet?
Children:
It can tear easily.
Fairy:
Now let's check the coin.
What will happen to her? What conclusion can we draw about who wins in this experiment? Children's answers. Coin. Fairy:
On the board opposite the coin we place a chip - a magnet.
3. Experiment. Fairy:
Let's determine what is heavier: a coin or a bill.
How do you think? The children are thinking. Fairy:
Let's check it experimentally.
Take a coin in one hand and a bill in the other. What's heavier? Let's blow? What happens to the coin? What happens to the bill? What conclusion can we draw? Which is easier? We put a chip - a magnet on the board where the bills are. 4. Experiment. There are wallets on the table. I suggest taking everyone a wallet and putting a bill and a coin in it. Now shake it. Try turning it over. Let's conclude what is more convenient to store in a wallet? Children check and explore. Fairy:
What conclusion can you draw?
Children:
It is much more convenient to store bills in a wallet.
Fairy:
We put a chip - a magnet opposite the bills.
Now let's count the number of magnets. Children:
The same number of chips for coins and bills.
Fairy:
Absolutely right.
Coins win based on some values, and bills win based on others. What conclusion do we draw? Children are thinking
.
Fairy:
Indeed, we need both coins and banknotes.
Guys, we made a trip and conducted experiments. I see that you now know a lot about money and what it is needed for. Final part Fairy:
Let's remember what we talked about today: 1) how did people get along without money before, what did they replace it with?
2) what money appeared first? 3) what money is it now? Fairy
: Let's consolidate our new knowledge before leaving for planet Earth, let's watch a cartoon called “The History of Money.”
Cartoon show. Dynamic pause - the game “What can’t you buy?” We all know that money can buy a lot, but not everything. Now I will say the words: if you can buy it, clap,
if you can’t buy it,
stomp. - cookies - suit - boots - telephone - TV - car - apartment - family - friends - talent - health - kindness - politeness - happiness
What you can’t buy, these spiritual qualities, everything dear and close to us - this is the real wealth of a person .
Fairy Kopeechka:
Well done, guys!
I am glad that you visited me and learned a lot of new things. It's time to say goodbye. Slide number 18.

The spaceship is ready to take off, the crew is waiting for the command. Without wasting a minute, we set off. You put on your spacesuits, we have 5 minutes left, I’m launching a rocket. Crews, take your places! Get ready for the rocket launch! Start the countdown: All in unison: 5-4-3-2-1-start! Music is playing. Children imitate a rocket taking off. Slide number 19.

Goodbye!

Presentation on the topic: Journey to the planet Finance

We recommend watching:

GCD in economics for children of the preparatory group Notes of a lesson in economics in the senior group Notes of a lesson in economics in the senior group. Natural and man-made world Summary of a lesson in economics in the senior group. Needs

Similar articles:

About the profession of a banker for children

How to organize an economic education corner in a group

To better master financial concepts by preschoolers, the teacher sets up an economic corner in the group. It is filled:

• didactic games of appropriate content;
• attributes for role-playing games (“Shop”, “Cafe”, “Bank”, “Auction”);
• books, encyclopedias of relevant content;
• You can also place an economic travel card here;
• there may also be albums with images of the currencies of different countries, photographs of large enterprises of the home city or village and their products;
• If during economics classes the teacher constantly uses a certain toy character, then he should also be in this zone.

You can decorate the economics corner with books, crafts and didactic games with economic content.