Social Studies Foundation: 4 - Economics

Topic: SS4.1 - Demonstrate awareness of economics

Economics is the production, distribution, and exchange of goods and services for a cost/fee. Having awareness of economics is critical for success in the workforce and society. Examples of these concepts include consumer/producer relationship and the costs of goods/services.

The development of awareness of economics leads to:
*Becoming a knowledgeable consumer and participant in local, state, and national economies
*Decision making skills
*Critical thinking skills
*Understanding trade patterns
*Understanding the basic functions of an economic system

Looking Ahead to Kindergarten	Family Engagement	Special Populations
In kindergarten, students will be asked to explain that people work to earn money to buy the things they want and need (K.4.1). They will identify and describe different kinds of jobs that people do and the tools or equipment used in these jobs (K.4.2). Finally, students will also be asked to give examples of work activities that people can do at home and jobs (K.4.4).	Encourage families to: Talk about their work, what they do, and why they do it. Talk about the money they receive for that work and how it’s used. Discuss what work, chores, or tasks happen at home (e.g. “We all work together and share in the responsibility!”). *Talk about how much items might cost at the store (e.g. “This banana costs 19 cents!”).	Educators can: *Ensure appropriate access to materials and activities throughout the learning environment based upon individual needs.

Looking Ahead to Kindergarten

Family Engagement

Special Populations

In kindergarten, students will be asked to explain that people work to earn money to buy the things they want and need (K.4.1). They will identify and describe different kinds of jobs that people do and the tools or equipment used in these jobs (K.4.2). Finally, students will also be asked to give examples of work activities that people can do at home and jobs (K.4.4).

Encourage families to:

*Talk about their work, what they do, and why they do it. Talk about the money they receive for that work and how it’s used.
*Discuss what work, chores, or tasks happen at home (e.g. “We all work together and share in the responsibility!”).
*Talk about how much items might cost at the store (e.g. “This banana costs 19 cents!”).

Educators can:

*Ensure appropriate access to materials and activities throughout the learning environment based upon individual needs.

Powerful Practices
Across all developmental stages, educators can: Model the use of vocabulary (e.g. trading, buying, selling, money, etc.). Provide consistent environments, routines, and staffing patterns when possible. *Provide materials that encourage children to explore the roles and occupations of various community members (e.g. community helper vests, dolls, block people, books that describe occupations, etc.).
Infant
Provide a consistent environment, routine, and staffing pattern
Younger Toddler
Acknowledge and respond to child’s wants and needs Provide a consistent environment, routine, and staffing pattern
Older Toddler
Acknowledge and respond to child’s wants and needs Provide materials that children can use to assume various roles and responsibilities (e.g. children use paper money in the dramatic play center with a register to become a cashier) Point to and name the job of community workers when they appear in books or out the window etc. (e.g. “Do you hear the siren? Look! There goes the firefighters to put out a fire.”)
Younger Preschool
Provide materials that children can exchange as currency or buy and sell during play (e.g. paper money in the dramatic play center with a register) Consider field trips to or invite community helpers into the program to discuss their roles and responsibilities (e.g. Police Officer visits the program virtually and answers questions from children) Provide opportunities for children to assume roles and occupations (e.g. hosting an art show or delivering letters to others)
Older Preschool
Provide materials that children can exchange as currency or buy and sell during play (e.g. paper money in the dramatic play center with a register) Consider field trips to or invite community helpers into the program to share the tools/equipment they use (e.g. Firefighter visits with their uniform and gear) Provide opportunities for children to assume roles and occupations (e.g. hosting a bake sale, art show, or delivering letters to others)

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