Reason for choosing the topic
Financial education is increasingly recognized as essential worldwide, with numerous assessments highlighting its significant benefits for students' futures Many countries are now implementing financial education programs for primary school students, yielding positive outcomes A 2014 OECD study revealed that most students lack basic financial literacy, underscoring the need for early education Experts advocate teaching financial concepts from a young age to foster positive financial habits and promote adult financial independence Research indicates that early financial education not only helps prevent future financial missteps but also enhances money management, savings, and investment skills, contributing to personal and family financial stability Thus, prioritizing financial education for primary school students is crucial for ensuring a brighter financial future and avoiding developmental pitfalls.
Vietnam has recognized the importance of financial education for students and has integrated it into the new general education curriculum The 2018 general education program emphasizes financial literacy, particularly for primary students, aligning with the overarching goals and objectives of the subjects A key aim of this program is "Developing life skills for students," which includes the enhancement of financial education as a vital component.
"Developing financial management skills" This goal is to help students gain basic financial knowledge, know how to manage and use money effectively, thereby
The 2018 General Education Program emphasizes the importance of financial education across various subjects, helping students develop essential life skills and become responsible citizens in personal financial management In Mathematics, students learn about money concepts and calculations, while Science covers the production and consumption of goods and financial management in businesses Citizenship Education focuses on financial laws and practical money management in daily life Overall, this program aims to provide primary students with a comprehensive understanding of financial knowledge and personal financial management skills.
Financial education is not only from the school but also from the family side
In today's society, while students enjoy improved living conditions, many lack an understanding of the value of money, largely due to insufficient financial education from their parents Some parents mistakenly believe that their children do not need financial literacy, leading to a generation that often engages in reckless spending without prioritizing essential needs This gap in financial knowledge can result in significant future financial challenges Consequently, our research focuses on "Financial Education for Students of Brendon Primary School," aiming to establish a foundation for future studies and propose effective financial education strategies for students, particularly at Brendon Primary School.
Research purpose
On the basis of theory and practice, some financial education measures are proposed for students of Brendon primary school.
Research object and subjects
The object of the research is the educational process for students of
The subject of the research is some measure of financial education for students of Brendon primary school.
Scientific hypothesis
Financial education is essential for students and aligns with the 2018 reforms in the general education program However, the implementation of financial education for primary school students has been inadequate By proposing innovative and suitable teaching methods, we can enhance the effectiveness of financial education for young learners.
Research mission
• Determine the rationale for financial education for primary students
• Assess the financial education status for Brendon primary students
• Recommend financial education measures for Brendon primary students.
Research scope
Content: Financial education measures for Brendon primary school students
Research area: Students at Brendon Primary School, Thanh Xuan District, HaNoi
Research Methods
This article discusses the analysis and synthesis of various documents and articles focused on financial education, aiming to identify effective content, formats, and methods tailored for primary students By researching relevant materials, the study seeks to enhance the financial literacy of young learners through appropriate educational strategies.
Questionnaire method: We distributed a survey to teachers and students of Brendon Primary School to investigate the current status of financial education at the school
A survey examining the current state of financial education for primary school students reveals critical insights into its significance Our analysis and data tabulation highlight the essential role that financial education plays in equipping young learners with vital skills for managing money effectively This assessment underscores the need for integrating financial literacy into primary education curricula to foster informed financial decision-making from an early age.
Structure of the research
In addition to the Introduction, Conclusion, References and Appendix, the main content is presented in 3 chapters:
Chapter 1: Theoretical basis of financial education for primary students
Chapter 2: The situation of financial education for students in Brendon primary school
Chapter 3: Some financial education measures for students in Brendon primary school
THEORETICAL BASIS OF FINANCIAL EDUCATION FOR
Literature overview
There are many studies around the world on financial education for primary school students
Research by the OECD indicates that financial education significantly enhances primary students' financial management knowledge and skills across 18 countries The findings reveal that students who receive financial education are more likely to save money and exhibit a positive attitude towards managing their finances effectively.
A 2019 study conducted by the Monetary Protection Agency and the European Central Bank (ECB) revealed that financial education significantly enhances the financial management skills and literacy of primary students Furthermore, the research indicates that such education can have a beneficial impact on students' future financial decision-making.
The National Endowment for Financial Education (NEFE) conducted a study in 2018 that revealed financial education programs for primary school students in the United States significantly enhance students' financial literacy and positively influence their attitudes towards money.
Federal Reserve Bank of Philadelphia Research (Ghettuba, n.d.) shows that early financial education can help improve students' financial skills and reduce future financial risk
Jumpstart Coalition for Personal Financial Literacy Research (Levine, n.d.): This study surveyed students' financial literacy across the United States and found
14 that only about half of students had basic financial literacy However, financial education programs can help improve this situation
Research indicates that financial education significantly boosts students' knowledge and skills in personal financial management, fostering positive attitudes towards saving and financial responsibility Additionally, these programs enhance financial literacy and mitigate future financial risks Despite these benefits, many students possess only basic financial literacy, highlighting the urgent need for improved financial education for children.
Currently, the research on financial education for primary students in Vietnam is still limited However, there are some studies that have been done and come to the following conclusions:
A study conducted by Le Thi Lan (2018) reveals that the majority of primary school students in Vietnam lack financial literacy and the necessary skills for personal finance management The findings emphasize the importance of early financial education for these students, as it is crucial for developing their financial management abilities and fostering smart consumer habits for their future.
A study titled "Survey on Mastery of Personal Finance Knowledge of Primary School Students in Hanoi" conducted by Nguyen Thi Thuy Hang and Dinh Thi Thuy (2018) examined the financial literacy of primary students in Hanoi The findings revealed that a significant majority of these students lack the essential knowledge and skills required for effective personal finance management.
A study conducted by Nguyen Thi Thuy Hang, Dinh Thi Thuy, Nguyen Thi Ngoc Anh, and Nguyen Thi Thu Trang in 2019 examined the effectiveness of financial education programs for primary school students in Hanoi The research highlights the positive impact of these programs on students' financial literacy and decision-making skills It underscores the importance of integrating financial education into the school curriculum to equip young learners with essential money management skills for their future The findings suggest that early exposure to financial concepts significantly enhances students' understanding and practical application of financial knowledge.
A study conducted to evaluate the effectiveness of financial education programs revealed that the implementation of lesson development and engaging classroom activities significantly enhanced students' financial knowledge and awareness.
A study conducted by Le Thi Thuy Trang and Dang Thi Hong Phuong in 2020 assessed primary school students' responses to financial education activities Utilizing a survey method, the research evaluated students' engagement with financial education both in and out of the classroom The findings indicate that these financial education activities significantly enhance students' financial knowledge, skills, and awareness.
Research indicates that financial education is essential for primary school students, highlighting the need for its implementation in curricula Nevertheless, further studies are required to effectively evaluate the impact of financial education on this age group.
Primary definitions
According to Aristotle, education is a comprehensive process that enables individuals to achieve their goals by fully utilizing their abilities as active members of society.
M.J Langeveld emphasizes that education encompasses all interactions between adults and children, defining it as a dynamic process occurring in environments where educational activities take place.
Professor H Mahmud Yunus emphasizes that educational initiatives are intentionally designed to enhance children's knowledge and promote their physical and moral well-being, ultimately guiding them towards achieving their highest potential By fostering a happy and fulfilling life for children, these efforts yield benefits not only for the individuals themselves but also for society as a whole.
Other opinions expressed are that “Education is a combination of human growth and development with social heritages.”- Kohnstamm and Gunning (1995)
Or “Education is the formation of conscience Education is a process of self-
16 formation and self-determination, ethically and conscientiously.” - Stella van Petten Henderson
“Education is all about development; it has no end other than itself (Education is all along with development; education itself has no final destination behind it)” - John Dewey (1978)
In the broadest sense, “Education is a tool for a social group to continue to exist, to renew itself and to defend its ideas” – H.H Horne
Education is the process of sharing knowledge, skills, and ethical values from experienced individuals to those seeking guidance It encompasses various teaching and training activities designed to enhance students' competencies and prepare them to be productive members of society Beyond knowledge acquisition, education fosters critical thinking, problem-solving abilities, emotional intelligence, and moral development, ultimately shaping individuals into valuable contributors to their communities.
Finance refers to the management and distribution of social wealth, encompassing the creation and allocation of monetary resources It aims to achieve the objectives of financial institutions while operating under specific conditions.
Finance encompasses the economic relationships related to the distribution of financial resources Specifically, it pertains to the monetary income and expenditures of a government's budget More broadly, finance involves the dynamics of borrowing and lending, which significantly influence the overall money supply in the market.
According to modern economics, finance is expressed in terms of money, in the form of funds that can be borrowed or contributed capital through financial markets
Financial education, as defined by the OECD (2005), is a process that enhances consumers' and investors' understanding of financial products, concepts, and risks This education is supported by information, guidance, and advice, which help individuals develop the skills and confidence necessary to identify financial risks and opportunities Ultimately, it empowers them to make informed decisions, seek assistance when needed, and take effective actions to improve their financial situation.
The OECD defines financial education for students as the process of imparting financial literacy, skills, behaviors, attitudes, and values essential for making informed and effective financial decisions in daily life and adulthood.
Financial education for primary students is essential for teaching children about money management and developing foundational financial skills early on This process equips young learners with the knowledge and abilities necessary to handle their finances effectively.
18 need to use money properly, create positive financial habits, and prepare for their future
Financial education for primary students introduces essential money concepts, including the value of money, banking, spending, saving, investing, and insurance Children learn to calculate shopping expenses and plan to reach their financial goals Additionally, this education fosters skills in information searching, risk management, and financial problem-solving, equipping them for future financial success.
Financial education for primary school students has many benefits for children, helping them develop a positive financial mindset, avoid money management mistakes, and prepare for their financial future.
Theory of financial education for primary students
A study by Cambridge University reveals that children's spending habits begin to form around the age of 7 Without positive influences and proper education from family, schools, and society, children may struggle to understand their financial environment To cultivate essential financial skills, it is crucial to teach and practice financial literacy consistently from the primary level.
Psychophysiological characteristics of primary students related to financial education include:
Primary students are at a crucial stage of intellectual and cognitive development, where they start to comprehend the concept of money, its value, and its practical use This period is ideal for implementing financial education to enhance their financial literacy, while also fostering logical thinking and decision-making skills through engaging educational activities.
- Curiosity and desire to learn: Primary school students often have a high curiosity and desire to learn They want to learn about the world around them and how things
Financial education can harness students' natural curiosity and eagerness to learn, making the process of acquiring financial literacy both enjoyable and effective By engaging students in this way, they gain a comprehensive understanding of personal finance, equipping them with essential skills for managing money wisely.
Primary students rely on adults for guidance and support while also thriving on interactions with their peers Financial education can leverage this social interdependence by fostering collaborative learning environments, encouraging group activities, and creating opportunities for discussions about personal finance.
Primary students typically exhibit short attention spans but possess vivid imaginations Engaging them through games, creative activities, and real-life examples fosters interest and cultivates a dynamic, exploratory learning atmosphere.
Primary students require patience and a gradual approach to effectively absorb new knowledge, particularly in financial education This learning process should be structured step-by-step, aligning with their understanding and developmental stage Additionally, fostering a supportive and encouraging environment is essential for helping young learners navigate challenges and progressively build their financial skills.
Financial education for primary students should harness their natural curiosity and eagerness to learn while fostering dependence and social interaction Creating a collaborative, engaging, and adaptable learning environment is essential for helping students concentrate, envision, and sustainably develop their financial skills.
1.3.2 Financial education goals for primary students
According to the 2018 General Education Program on Citizenship (Ministry of Education and training, General Education Program in Citizenship Education,
The primary goal of financial education in primary schools is to cultivate responsible money management behaviors This begins with teaching students how to save and use money wisely, followed by enhancing their understanding of socio-economic concepts.
20 phenomena: Recognizing the role of money; the need to preserve, save and rationally use money
The 2018 General Education Program in Mathematics emphasizes financial education in grades 2 and 3, focusing on helping students identify money and understand Vietnamese denominations through visual representations of various banknotes.
4, the goal of higher education is to solve some practical problems related to Vietnamese currency
Financial education also focuses on equipping students with essential financial management skills, including short-term and long-term planning, decision-making, and self-discipline This training fosters the ability to manage personal desires, develop business acumen, and enhance investment skills As a result, students cultivate self-control, problem-solving capabilities, teamwork, and analytical skills.
1.3.3 Financial education content for primary students
The 2018 General Education Program marks a significant advancement by incorporating financial education into six key subjects: Mathematics, Literature, Citizenship Education, Nature and Society, Technology, and Experience activities This mandatory inclusion aims to foster a comprehensive development of students' qualities and abilities.
Financial education is integrated into the Ethics curriculum for grades 4 and 5, as outlined in the 2018 General Education Program on Citizenship by the Ministry of Education and Training This program emphasizes the importance of financial literacy at the primary level through dedicated lessons.
4 Value money - State the role of money
- Know why to value money
- Know how to preserve and save money; shopping for clothes, utensils, toys, gifts, cakes, etc appropriately, suitable for family circumstances
- Remind friends to spend savings
5 Use money wisely - State the manifestation of the rational use of money
- Know why to use money rationally
- Explain how to use money properly
- Realize the rational use of money
- Suggestions with friends to use money properly
According to the 2018 General Education Program by the Ministry of Education and Training, the Primary School Experience Activity incorporates Financial Education content to meet the requirements of the content circuit and enhance students' learning experiences.
Table of contents related to financial education in primary schools according to
2018 General educational program Experience activities
Grade Circuit content of the activity
Some ways to keep your savings
Participate in some age- appropriate social activities
Learn the Vietnamese currency deNominations
Identify the currency used in the exchange of goods
Family savings Communicate with relatives about some common activities in the family
Our class is a family:Participate in making and implementing
“savings plans” to make classmates happy
Know how to show empathy and share with people facing difficult situations in life and in community activities
Identify your own unique points
Identify what you really need to buy to avoid
Where does my money come from?
Find out the incomes of family members
- Do some age- appropriate jobs that show interest in people in the community
- Participate in some volunteer activities organized by the school and the locality
Choose the item you want to buy in accordance with your financial ability and family
Bank savings Compare the prices of common items in the family's daily life and have a
24 sense of saving for the family
Actively participate in local gratitude and traditional educational activities
Participate in business planning based on activity organized by the school
Know how to make a family expenditure record book
1.3.4 Methods of financial education for primary students
Financial education for primary students can be effectively delivered through diverse activities and mediums tailored to their age and needs Key methods for teaching financial concepts include the presentation method, which provides structured information; the educational game method, which engages students in interactive learning; and the practical method, which offers hands-on experiences to reinforce financial skills.
Presentation method is a method of teaching through direct lectures from teachers or financial experts to students Lectures can be designed as presentations, instructional videos or other learning materials
Effective financial education for primary students focuses on teaching essential concepts like money management, saving, investing, and smart spending This approach not only enhances their understanding of basic financial principles but also equips them with vital financial management skills and decision-making abilities for everyday financial situations.
Survey purpose
We conducted surveys to evaluate Brendon Primary students' perceptions of money, understand teachers' views on the significance of financial education for primary students, identify challenges faced by educators, and examine the factors influencing financial education at Brendon Primary School.
Sample and survey area
Brendon Primary School has developed an innovative curriculum that integrates the UK's national education system with the Vietnamese Ministry of Education's standards This approach aims to enhance students' knowledge and skills, fostering their overall development Additionally, the school places a strong emphasis on financial management skills, ensuring that students are well-equipped for future challenges.
• The survey was conducted on a total of 25 teachers and 99 students at Brendon Primary School in the school year 2022-2023 Including:
- The survey form includes multiple-choice questions related to the research topic (attached in the Appendix).
Survey contents
The survey content includes questions to assess the status of money use of Brendon primary school students, questions to assess the status of financial education
36 at the school In addition, the survey content also mentions the actual level of influence of factors related to financial education for students of Brendon Primary School.
Survey methods
- Survey method by questionnaire: giving questionnaires to teachers and students of Brendon primary school to collect data on the facts to be researched.
Survey result
2.5.1 The reality of students’s money usage at Brendon primary school
We will distribute survey forms and analyze data for each grade based on the actual number of students in the surveyed classes The survey results revealed an unequal distribution of votes among the grades, with grade 1 receiving 20 votes, grade 2 receiving 22 votes, and grade 3 also receiving 20 votes.
3), 19 (grade 4) and 18 (grade 5) After surveying students about whether their parents gave them pocket money, we got the results as shown in Table 1
Do you get pocket money from your parents?
Table 1 Student survey results about daily pocket money
Table 1 reveals a steady increase in the percentage of students receiving pocket money from their parents, rising from 35% in grade 1 to 89% by grade 5 While the figures for lower grades are relatively low, they indicate that some students have already begun to engage with money as early as grades 1 and 2.
The study on students' use of money revealed that nearly all students in grades 1 and 2 spend their money on food and toys Additionally, a significant percentage of students purchase school supplies, with usage rates rising from 70% in grade 1 to 100% in grade 5 Furthermore, the tendency to use money for buying clothes and donating to charity showed a gradual increase from grade 1 to grade 5.
Table 2 Survey results on the use of money by students
A recent study revealed that over 40% of students in grades 1 and 2 depend on their parents for financial support While some students save money by using piggy banks, a notable number have begun to understand the concept of saving.
4 and 5 know that they ask their parents to save money or do housework to generate money, but not much (about 30%)
Ask parents to keep money
Ask parents to save money in the bank
Put money in piggy bank
Table 3 Survey results on how students save money
A recent survey revealed that most students lack specific plans for future purchases, with only 12 individuals expressing intentions to buy items such as a house, car, smartphone, computer, or bicycle This indicates a general lack of financial planning awareness among students across all grades.
What are you planning to buy in the future?
Table 4 Survey results on students' future money plans
2.5.2 Current status of financial education for students at Brendon Primary School
In this study, we surveyed 25 teachers across five grades at Brendon Primary School to assess the necessity of foundational education (FE) in primary schools The findings from this survey are presented in detail in Table 5.
Table 5 Teacher survey results on the need for financial education for primary school students
A survey of teachers reveals that the majority of educators for grades 3, 4, and 5 believe financial education is essential for students However, in grades 1 and 2, 40% of teachers feel it is unnecessary, citing the young age of students and parental restrictions on bringing money to class.
Teachers encounter significant challenges in delivering financial education to students, as highlighted in Table 6 Key issues include a lack of teaching materials and resources, reliance on textbook knowledge, and disorganized content Most surveyed teachers from Grades 1 to 5 prefer using a systematic approach Additionally, many educators express concerns about insufficient training and the unengaging nature of lesson content, which fails to captivate students' interest Time constraints pose a particular challenge for Grade 4 teachers, with all surveyed indicating they struggle to fit the comprehensive subject program into their schedules While some Grade 1 and 2 teachers also face difficulties related to the young age of their students, such challenges are less common among Grade 4 and 5 educators.
5 (T) There are few materials and teaching aids to support teachers, just textbook knowledge
When teaching content that is
The content of the lesson is
Not very lively and attractive to students
Haven't been properly trained in this subject
Not enough time to teach 3 4 2 5 4
Students are too young to understand
Table 6 Difficulties in implementing FE for students
2.5.3 The influence factors on financial education for students at Brendon primary school
A recent survey conducted among teachers at Brendon Primary School revealed that all respondents (100%) believe that the role of school leaders is crucial in shaping the financial education of students.
Effective school leadership is crucial in promoting financial education, as leaders can secure funding and resources to develop comprehensive programs Without the necessary support from leadership, students may face limited financial learning opportunities Therefore, the involvement of school leaders is essential in fostering a robust financial education curriculum.
41 program If the leadership does not include financial education in the curriculum, it may be ignored or become a small and insignificant part of the teaching…
The influence of school leaders Very important (T)
Table 7 Level of influence of school leaders on financial education for students at
The survey results presented in Table 8 indicate that a significant percentage of teachers (60-80%) regard their influence on financial education for primary school students as "Very important." Most educators acknowledge their crucial role in shaping students' financial literacy, underscoring the importance of their knowledge, effective teaching methods, positive role modeling, and access to professional training in fostering essential financial skills among students.
The level of influence of the teachers Very important (T)
Table 8 Level of influence of teachers on financial education for students at
The survey results indicate that a majority of teachers regard the educational environment as "Very Important" or "Important" for facilitating financial learning They emphasize the need for interactive and supportive settings, such as playgrounds and discussions, to enhance students' confidence and motivation in financial literacy To effectively develop financial skills, the educational environment should incorporate extracurricular activities, expert presentations, and collaborative support from parents and teachers, enabling students to apply financial literacy in their daily lives.
The level of influence of the educational environment Very important (T)
Table 9 The level of influence of the educational environment on the financial education of students at Brendon primary school
In Chapter 2, we assessed the state of financial education for students at Brendon Primary School by employing a survey method that utilized a questionnaire tailored for both students and teachers.
Survey results indicate that a limited number of primary students understand how to use and manage money effectively Consequently, the majority of teachers believe that financial education (FE) is essential for students in primary grades, particularly in grades 4 and 5.
Teachers encounter significant challenges in delivering Financial Education (FE) lessons, leading to students not fully grasping the material in a systematic manner The primary obstacles include a lack of teaching and supporting learning materials, which heavily rely on textbook knowledge that is often disorganized and lacks a structured training program.
SOME MEASURES OF FINANCIAL EDUCATION FOR
Some principles of building financial education measures for students at
In developing our approach to financial education for Brendon primary students, we relied on certain principles
The first principle is to create a clear and structured financial education program The basic elements to be achieved when creating a financial education program for students include:
Objectives: Financial education for primary students should have a clear and specific goal, which is to help primary students understand and develop basic financial skills and knowledge
Content: The financial education curriculum for primary school students should contain instructional content related to basic financial concepts such as money, counting money, budgeting, saving, borrowing, investing,
Methods: Financial education programs for primary students should use appropriate teaching methods such as hands-on activities, educational games, online lectures, reading and group discussions
Ages and Levels: Financial education for primary school students should be designed for children between the ages of 6 and 11 and appropriate to the student's level and interest
Teaching staff: Financial education for primary school students should be taught by teachers with financial expertise and experience in teaching primary school students
Financial education programs for primary students must utilize age-appropriate instructional materials, such as textbooks, reference books, online lectures, images, videos, and other resources to effectively engage and educate young learners.
Financial education programs for primary students should incorporate an assessment system to evaluate student comprehension and progress This evaluation will enable teachers to tailor the curriculum and activities to better align with the specific needs and capabilities of their students.
The second principle emphasizes the importance of allowing students to engage in real-life financial practices It is crucial to encourage and support students in practical exercises, including managing personal budgets, understanding various savings options, tracking daily expenses, and discovering effective money-saving strategies.
To help primary school students better understand finance, financial education needs to combine theory and practice to help students apply knowledge in real life
In class, Students should be encouraged to actively participate in financial education activities, doing educational exercises and games to strengthen their financial skills
Teachers should provide real-life scenarios and solutions to financial problems, enabling students to apply their financial knowledge effectively To enhance practical learning, it is essential to diversify financial education activities, ensuring they are tailored to students' needs and relevant to everyday situations.
The third principle emphasizes the importance of active learning, which fosters a positive educational atmosphere that motivates students to explore new knowledge By promoting self-study and deeper understanding of financial concepts, this approach helps students enhance their financial skills effectively.
The active learning approach engages primary students in financial education through interactive activities such as games and exercises, fostering a positive learning environment These activities are designed to promote effective and enjoyable learning experiences for young learners in financial literacy.
Teachers play a crucial role in promoting financial education by actively encouraging student participation in related activities and assessing the outcomes This approach not only helps primary students recognize the importance of acquiring financial skills but also ensures they are evaluated for their success in the learning process.
The fourth principle emphasizes the importance of providing specific and age-appropriate examples to help children grasp financial concepts By using relatable scenarios, children can better understand and apply these concepts in their everyday lives.
Financial education should begin at the age of 1st grade to help students develop basic financial skills at an early age
Teachers should implement age-appropriate learning methods, such as games, live lessons, hands-on exercises, and discussions, to engage their students effectively Additionally, financial education lessons should be designed around students' real-life experiences, such as managing lucky money received during Tet or saving for a new game or toy It's essential to tailor financial education content to the student's age, starting with basic concepts like coins and banknotes and progressing to more complex ideas such as interest and investments.
Financial education for primary students needs to be done continuously and repeatedly, as they need time to acquire and apply financial knowledge and skills in their lives
Integrating financial education with various subjects enhances students' comprehension of how financial concepts connect to areas like math, science, and literature This interdisciplinary approach fosters a deeper understanding and application of financial principles in real-world contexts.
In Math, students can learn about counting money, adding and subtracting money, learning about prices and units of currency, and calculating the monetary value of various objects
In Science education, students explore essential financial concepts pertinent to managing production units, including an understanding of production costs and profits, effective money management strategies for small businesses, and the basics of investing.
In Literature, teachers can introduce topics about personal financial management, family finance, and money management Teacher may ask
47 students to write essays on how to save money, learn about the right types of savings or investments, or recommend literature related to a financial topic
In Art, teachers can showcase creative finance-related projects, like designing a presentation on how to save money, or designing a money box for students to save money
In Financial education, students can learn about financial concepts related to managing costs and budgets for participation in sports
The sixth principle emphasizes the importance of conducting financial education activities in a safe and enjoyable environment By fostering a secure and engaging atmosphere, students are more at ease and attentive, which significantly enhances their ability to develop essential financial skills effectively.
Encouraging students to engage actively in their learning journey is essential, as it promotes goal-setting, creativity, and the sharing of experiences Teachers play a crucial role by establishing an interactive learning environment and posing thought-provoking questions that stimulate student interaction and exploration of financial concepts.
To enhance student comprehension of material concepts, teachers should incorporate diverse learning media, including books, videos, games, online lessons, and various digital resources, making the learning process both engaging and enjoyable.
Fostering teacher-student interaction is essential for effective learning Educators should design engaging activities such as discussions, seminars, and practical experiences like school visits and interactions with financial experts Moreover, it is crucial to establish a safe and supportive learning environment that encourages students to confidently share their ideas while promoting mutual respect among classmates.
Financial education measures for students at Brendon Primary School
In the finance class, the main activities are included:
Teachers can effectively introduce primary students to essential financial concepts, including money, savings, banking, spending, profits, and expenses By familiarizing students with these fundamental ideas, educators can lay the groundwork for a solid understanding of personal finance.
Educators should introduce students to the concept of money, explaining its purpose and various forms, including coins, bills, and credit cards It's essential to illustrate how these different types of money function in everyday transactions, helping students understand the fundamental role money plays in the economy.
Saving: Explain the importance of saving money and how it can help achieve goals Introduce the concept of a savings account and how it can earn interest over time
Spending: Teach students about spending wisely and the difference between wants and needs Explain the concept of budgeting and how it can help manage spending
Teaching students about the value of work is essential for their financial literacy It's important to explain how earning money is linked to effort and responsibility Various methods of earning, including allowances, completing chores, and taking on part-time jobs, can provide practical experiences that reinforce these concepts By understanding these avenues, students can better appreciate the importance of work and its role in achieving financial independence.
Encouraging students to engage in philanthropy fosters a sense of community and responsibility By teaching them the importance of giving back and donating to charity, we can help them understand the positive impact their contributions can have on others This not only enhances their awareness of social issues but also inspires a lifelong commitment to helping those in need.
Investing is the process of putting your money to work in order to grow it over time Simple examples include using a piggy bank to save coins, depositing money in a savings account to earn interest, or purchasing stocks to share in a company's profits By understanding these basic investment methods, individuals can learn how to effectively increase their wealth and secure their financial future.
By teaching these basic financial concepts, primary students can start to develop important money management skills that will serve them well throughout their lives
Organizing hands-on activities: Hands-on activities such as having students plan their spending and money management for a day or a week can help them
49 better understand personal finances To organize practical activities of financial education for primary students, the following steps can be taken:
Select of content: Select financial education content appropriate for the age and level of primary students
To ensure a successful event, create a comprehensive activity plan that outlines the schedule, location, resources, and participants involved Additionally, it's essential to budget for financial resources, necessary equipment, and any support personnel required for the event.
Choose a practice medium: Depending on the content of the activity, practice means can be used such as: counterfeit money, spreadsheet, calculator, bill, wallet,
Organize of activities: Conduct practical activities such as shopping, paying debts, investing, saving, Need to ensure practicality and practical experience for students
Evaluate of results: Evaluate the results of practice activities to adjust and improve in the next time
This activity helps students approach finance in reality, thereby helping students understand and remember financial knowledge for a longer time
Organizing financial educational games is an effective and enjoyable method for teaching children about finance To successfully set up a financial educational game for primary students, follow these essential steps.
Define Purpose: Before starting to organize the game, it is necessary to define the purpose of the game, such as helping students understand money, investing, accumulating, and personal finance
Selecting age-appropriate games is essential for effective learning, particularly those focused on financial management, investing, and personal finance By choosing the right games, educators can enhance students' understanding of money accumulation and financial literacy.
Planning: A game plan should be planned, including how it will be played, when, where, and how many students will participate If possible, can
50 cooperate with financial institutions or financial experts to ensure the professionalism of the game
Before beginning the game, it is essential to provide students with clear instructions on the rules and gameplay Emphasizing the use of money and the significance of key decisions within the game is crucial for a successful experience.
To effectively organize the game, it's essential to first guide the students, ensuring they understand the rules and objectives During gameplay, monitoring and providing support is crucial to maintain fairness and enhance the educational value of the experience.
After finishing the game, it's essential to assess the outcomes and offer constructive feedback to the students Engaging in discussions and sharing in-game experiences can significantly improve the effectiveness of financial education.
In a primary classroom, teachers can enhance FE lessons by incorporating diverse activities that engage students and foster skill development.
(Based on the book series "Educating financial management skills"of the Vietnamese educational publisher:
• Authors: Pham Quynh (Editor), Nguyen Thi Van Huong, Hoang Mai Le - Nguyen
Ha My, Nguyen To Tam, Nguyen Huyen Trang
This book series is designed to engage children with the world of money through step-by-step experiences It provides foundational knowledge about money management and teaches essential skills for growing wealth Additionally, it fosters an appreciation for those who earn money, encouraging gratitude for the hard work of parents and relatives who provide for us.
• The series builds activities through: o 4 topics of grade 1: What is money?; Where does the money come from?; Safe deposit of money; Appreciate the remaining property
In Grade 2, students learn essential concepts such as buying and selling, tracking personal spending, saving on expenses, and creating a personal budget Moving to Grade 3, the focus shifts to understanding family income, monitoring family expenditures, managing loan repayments, and recognizing the relationship between prices and goods In Grade 4, learners explore decision-making in spending, controlling expenses, understanding risk and insurance, and effective money management Finally, Grade 5 introduces more advanced topics including savings and bank interest rates, various forms of investment, currency exchange, and the intrinsic value of money.
Book series "Educating financial management skills"
SOME FINANCIAL EDUCATION LESSON PLANS FOR
GRADE 1 TOPIC: WHAT IS MONEY?
I Lesson objectives: Through the lesson, students can:
- Know about the birth of money
- Understand the properties of money
- A small amount of grain, a few shells (or similar objects that have historically been used as money)
- A few banknotes and coins of Vietnam and other countries
- Simulation money (printed on paper or cardboard) for students to perform activities in class
- Teacher asks students to state the requirements of the activity
- Ss give opinions, other students comment
- Teacher explains: The boy and the girl couldn't buy books because you didn't bring money So to understand about money, we will learn today's lesson
Activity 1-Topic "What is Money"
Activity 2: Find out the birth of money
- Teacher shows the students the picture, introduces the birth of money starting with the exchange of goods
Activity 2-Topic "What is Money"
- Teachers divide into groups, each group of 3-4 students, depending on the size of the class Students in the group practice role-playing and telling stories according to pictures
- 1-2 groups come to the front of the class to present
- Teacher let the students observe the last piece of information, some students mentioned the types of goods for exchange in the past
Activity of role-playing buyer-seller and story-telling with pictures
Activity 3: Identify money and its properties
- The teacher uses a real banknote in circulation today to state four properties of money
- Teacher asks questions to students:
In Vietnam, this currency can be utilized for shopping in various locations, including supermarkets, markets, and shops, demonstrating its widespread acceptance This highlights the primary function of money as a medium of exchange.
The relationship between measures
Financial education measures through classroom activities, through extracurricular activities, and collaboration with families are means that help bring financial literacy to students in a holistic way
Classroom financial education activities introduce students to fundamental financial concepts and essential management skills through practical exercises Additionally, engaging in financial education outside the classroom enables students to apply these skills in real-life situations and fosters communication with their families about important financial topics.
Collaborating with families enables teachers and schools to engage with students beyond the classroom, enhancing their understanding of practical financial skills By supplying instructional materials and supporting students in practicing these skills at home, family involvement significantly contributes to the promotion of student financial development.
Integrating financial education in the classroom, extending learning beyond school hours, and fostering collaboration with families will equip students with essential financial knowledge and skills This comprehensive approach will enable them to apply these skills in everyday situations, ultimately cultivating wise consumer habits and strong financial management abilities for their future.
Based on the content presented in chapter 3, I have drawn some conclusions and comments
To effectively build financial education measures for primary school students, it is essential to integrate financial concepts across various subjects while combining theoretical knowledge with practical applications This approach should be tailored to align with the age and comprehension levels of the students, ensuring that the content is both accessible and engaging.
Integrating financial education into daily classroom activities, as well as outside of school and in collaboration with families, is essential for primary school students Specifically, extracurricular activities play a crucial role in providing students with real-world experiences that enhance their financial skills.
To maximize the effectiveness of financial education for students at Brendon Primary School, it is essential to implement these measures in a cohesive and interactive manner.
Financial education is crucial for primary school students as it helps them develop essential financial skills To maximize its effectiveness, financial education should be based on principles of integration and practice, ensuring a cohesive and unified implementation.
In conclusion, financial education for primary school students is crucial in today's educational landscape, as it equips them with essential financial knowledge and fosters early development of personal financial management skills.
The implementation of financial education faces several challenges, including limited resources and difficulties in practical application, particularly in Vietnam Despite the growing demand for financial education, the availability of relevant materials remains scarce, complicating research and implementation efforts Furthermore, successful financial education requires collaboration among various stakeholders, such as schools, families, communities, and social organizations, yet the support and linkage among these parties are often insufficient Additionally, evaluating the effectiveness of financial education necessitates significant time and resource investment, which is hindered by current limitations in research capacity and funding, resulting in a focus on only basic aspects of the topic.
I hope in the future, the topic of financial education for primary school students will be researched more widely and bring many positive results for the comprehensive development of students
To enhance financial education for primary school students in Vietnam, it is essential for educators to prioritize the research and development of tailored financial education programs This can be achieved by allocating resources and facilitating support to ensure effective implementation and engagement in financial literacy initiatives.
The Ministry of Education should actively consider incorporating financial education into the official primary school curriculum Additionally, it is crucial to establish training programs for teachers to enhance their financial knowledge, enabling them to effectively teach this essential subject to students.
To improve the effectiveness of financial education for primary students, schools must collaborate closely with families This partnership can be fostered through joint activities, including seminars and training sessions for parents, enabling them to support their children's financial learning effectively.
In financial education (FE) lessons, teachers should employ innovative methods suitable for primary school students, incorporating games, practical activities, images, videos, and social media to enhance understanding and interest in financial concepts Additionally, leveraging information technology, such as financial education software and online learning platforms, is essential to create a modern and engaging financial education experience for young learners.
To ensure effective financial education for primary school students, it is essential to facilitate easy access to financial knowledge both in school and at home.
1 ECB (2019) Financial literacy and inclusive growth in the European
Union Retrieved from https://www.ecb.europa.eu/pub/pdf/other/financialliteracyandinclusivegrowt hineurope201904.en.pdf
2 Ghettuba, D (n.d.) In-School and Youth Programs (Money and Youth: Teaching Financial Education to Elementary-Age Students) Retrieved from https://www.philadelphiafed.org/-/media/frbp/assets/community- development/publications/community-scope/2015/cs2015_money-and- youth.pdf
3 L.T.Lan (2018) The Financial Literacy of Primary School Students in
Vietnam: An Empirical Study Journal of Asian Finance, Economics, and
4 Lê Thị Thùy Trang, Đặng Thị Hồng Phượng (2020) Assess the level of response of primary students to financial education activities
5 Levine, L (n.d.) JumpStart Coalition for Personal Financial Literacy
(Survey of the States: Economic and Personal Finance Education in Our Nation's Schools) Retrieved from https://www.jumpstart.org/assets/files/survey_2018/Survey%20of%20the%2 0States%202018.pdf
6 Ministry of Education and training (2018) General Education Program in Citizenship Education In Requirements to be met (pp 11- 12)
7 Ministry of Education and training (2018) General Education Program in Citizenship Education In Educational contents (pp 13-15)
8 Ministry of Education and training (2018) General education program in Experiential activities In Educational contents (pp 13-21)
9 Ministry of Education and training (2018) General Education Program in Mathematics In Requirements to be met (pp 6-9)
10 NEFE (2018) Survey of the States: Economic and Personal Finance
SURVEY ON THE BRENDON PRIMARY STUDENTS’S
II THÔNG TIN KHẢO SÁT: (Học sinh khoanh tròn vào chữ cái trước phương án mà mình lựa chọn)
Câu 1 Bố mẹ có cho con tiền tiêu vặt không? a Có b Không
Con thường sử dụng tiền vào nhiều mục đích khác nhau, bao gồm mua đồ dùng học tập, đồ chơi, đồ ăn, quần áo, và quyên góp cho các quỹ từ thiện.
Câu 3 Con để dành tiền bằng cách nào? a Nhờ bố mẹ giữ b Nhờ bố mẹ gửi tiền tiết kiệm ngân hàng b Bỏ vào heo đất c Làm việc nhà
Câu 4 Con có muốn mua gì trong tương lai không? a Không b Có (Ghi cụ thể thứ con muốn mua trong tương lai vào dòng dưới.)
SURVEY ON THE FINANCIAL EDUCATION FOR BRENDON
(For teachers) Các thầy cô kính mến!
Nhằm đánh giá thực trạng giáo dục tài chính cho học sinh tiểu học, tôi đã xây dựng phiếu khảo sát phục vụ cho khóa luận tốt nghiệp với đề tài “Giáo dục tài chính cho học sinh trường tiểu học Brendon”.
Phiếu sẽ chỉ sử dụng với mục đích nghiên cứu
Họ và tên người tham gia khảo sát: ……… Đơn vị công tác: ……… Quận: ……… Thành Phố: ………
II THÔNG TIN KHẢO SÁT: (Thầy (cô) vui lòng đánh dấu X vào phương án mà mình lựa chọn)
Câu 1 Thầy (cô) hãy đánh giá mức độ cần thiết của việc GDTC cho học sinh tiểu học
Câu 2 Theo thầy (cô), những khó khăn khi thực hiện GDTC là:
Những khó khăn Đánh giá
Tài liệu, phương tiện dạy học hỗ trợ GV còn ít, chỉ là kiến thức trong sách giáo khoa
Khi dạy học các nội dung chưa có tính hệ thống
Nội dung bài học chưa thật sinh động và thu hút HS
Chưa được tập huấn kĩ về nội dung này
Không đủ thời gian để giảng dạy
HS còn quá nhỏ để hiểu
Câu 3 Thầy (cô) hãy đánh giá mức độ ảnh hưởng của các yếu tố đến quá trình GDTC cho học sinh
Lãnh đạo nhà trường Đội ngũ giáo viên
TRƯỜNG ĐH THỦ ĐÔ HÀ NỘI CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự do - Hạnh phúc
BẢN XÁC NHẬN CHỈNH SỬA KHÓA LUẬN TỐT NGHIỆP
Họ và tên sinh viên: Hoàng Minh Châu Mã sinh viên: 219202106
Lớp: GDTH D2019TA Khoa: Sư phạm Khóa học: 2019-2023
Số điện thoại liên hệ: 0904356777
Tên đề tài KLTN: Financial education for students at Brendon primary school (Giáo dục tài chính cho học sinh trường tiểu học Brendon)
Chuyên ngành: Giáo dục tiểu học
Tác giả đã chỉnh sửa sau góp ý của Hội đồng đánh giá Khóa luận Tốt nghiệp như sau:
STT Góp ý sửa của Hội đồng Chỉnh sửa của tác giả
- Tiếp thu (Sửa cụ thể như thế nào)
- Bảo lưu (không sửa, lí do cụ thể)
1 Bổ sung khái niệm giáo dục tài chính cho học sinh tiểu học
Tiếp thu (Đã bổ sung khái niệm giáo dục tài chính cho học sinh tiểu học.)
Trong bối cảnh chương trình giáo dục hiện nay, tên phương pháp dạy học đã được điều chỉnh từ “Practical learning method” thành “Practical method” nhằm phù hợp hơn với thực tiễn giảng dạy.
1 Chỉnh sửa nội dung mục 2.5.3 The influence factors on financial education for students at Brendon primary school
Bài viết đã chỉnh sửa các nhận xét về thực trạng giáo dục tài chính cho học sinh trường tiểu học Brendon, dựa trên bảng số liệu khảo sát, nhằm làm rõ các yếu tố ảnh hưởng đến việc tiếp thu kiến thức tài chính của học sinh.
2 Chỉnh sửa tiểu kết các chương Tiếp thu (Đã chỉnh sửa, bổ sung nội dung tiểu kết chương 1, tiểu kết chương 2, tiểu kết chương 3.)
III Các ý kiến khác của Hội đồng
1 Bổ sung bối cảnh của trường tiểu học
Tiếp thu (Đã bổ sung bối cảnh hiện tại của trường tiểu học Brendon.)
2 Chỉnh sửa mục đích khảo sát Tiếp thu (Đã chỉnh sửa mục đích khảo sát.)
3 Chỉnh sửa giả thuyết khoa học Tiếp thu (Đã chỉnh sửa giả thuyết khoa học.)
4 Bổ sung nội dung mục 1.3.1
Tiếp thu (Đã bổ sung nội dung về các đặc điểm tâm sinh lý của học sinh tiểu học trong giáo dục tài chính.)
5 Bổ sung phần giới thiệu sách giáo khoa
“Giáo dục kĩ năng quản lí tài chính”
Sách giáo khoa "Giáo dục kĩ năng quản lí tài chính" được biên soạn bởi tác giả có uy tín, nhằm mục tiêu trang bị cho người học những kiến thức thiết yếu về quản lý tài chính cá nhân Nội dung sách bao gồm các chủ đề học phong phú, giúp người đọc hiểu rõ hơn về cách lập kế hoạch tài chính, tiết kiệm, đầu tư và tiêu dùng thông minh.
6 Bổ sung danh mục ảnh Tiếp thu (Đã bổ sung danh mục ảnh bao gồm: chú thích ảnh, số trang.)
IV Tác giả tự hoàn thiện thêm:
(1) Chỉnh sửa lỗi đánh máy
(2) Chỉnh sửa các biểu bảng
(3) Chỉnh sửa tài liệu tham khảo
Hà Nội, ngày 29 tháng 05 năm 2023
TS Trần Thị Hà Giang
(Kí, ghi rõ họ tên)
(Kí, ghi rõ họ tên)
(Kí, ghi rõ họ tên)