Konakchieva, P. The economic education of the 6- to 7- year-old children in the focus of the pedagogical system Molivko – I play and i know. Knowledge – International Journal. pp. 1079–1084, Vol. 28.3, December, Skopje, 2018. ISSN 1857-923X (for e-version). ISSN 2545-4439 (for printed version).
Knowledge – International Journal. pp. 1079–1084, Vol. 28.3, December, Skopje, 2018.
Abstract: The elaboration presents opportunities for early economic education of 6- to 7-year-olds through the author’s pedagogical system Molivko – I play and I know. Environmental studies. Part 2. The content of basic concepts such as: economic education, economic schooling, economic competence, as related to preschool childhood is specified. The purpose of early economic education is specified. It is associated with the discovery of the surrounding objective reality as a unity of material and spiritual values and the mastering of pragmatic patterns of behaviour based on reasonable needs and careful attitude towards nature and the objective reality while preserving and stimulating manifestations of frugalness, business attitude, responsibility and entrepreneurship. Target and substantial landmarks for realizing early economic education when introducing 6- to 7- year-olds into the social world through the pedagogical system Molivko – I play and I know. They refer to: building notions for accessible economic phenomena, processes and relationships; provoking interest in the professional activity of adults; understanding the importance of industriousness, economy, prudent use of resources, business attitude, responsibility and entrepreneurship for the success of children and adults; assessing the needs of the individual and the others and relating these needs to the opportunities to meet them; exercising an independent practice related to the application of cost-effective behaviour; educating mindful attitudes to personal and public property. The aforementioned target and meaningful guidelines for economic education for 6- to 7- year-olds are protected in an educational and practical way through specific thematic units included in the author’s model Molivko - I play and I know. Their realization is related to the achievement of educational tendencies in the direction of preparation and manifestation of economic competencies. They are referred to a system of ideas, skills and relations, pursued and guaranteed in the long-term by the author’s model. The thematic content included in it is designed to inform, to promote constructive behaviour, to stimulate reflectiveness, to provoke attitude towards value and affectiveness. This is achieved through the use of games with rules, role-playing games, modelling, real and mental experimentation, staging games, etudes, business games, trainings, reading of fairy tales, proverbs and sayings analysis, affordable economic content case study, observation in a real production environment or a bank, project activity, children’s presentation and discussion, etc. Conditions for multiple choice of the child in situations of intense interaction are created through the varied combination of these methods. They are illustrated by thematic centres included in the author’s model and specified in the educational-applied plan.
Key words: economic education, economic schooling, economic competencies