Çocukların İktisadi Kavramları ve Sistemleri Anlamlandırma Süreçleri

Year 2023, Volume: 5 Issue: 2, 77 - 87, 31.12.2023

Buse Gönül

https://doi.org/10.47899/ijss.1345726

Abstract

Gelişim psikolojisi ve iktisat bilimi gerek yöntem gerek çıktılarının ilişkilendirilmesi aşamasında çok sık kesişmiyor olsa da iktisadi kavram ve sistemleri bireysel düzeyde ele alırken çocuk katılımını da merkeze koyan bir bakış açısı her iki alan için de tamamlayıcı olacaktır. Bu derleme makalesinde, çocukların ekonomik sistemleri ve iktisadi kavramları nasıl anladıkları, finansal okuryazarlığını oluşturan etmenleri ve gelir eşitsizliklerini nasıl ele aldıkları gelişim psikolojisi bakış açısıyla ele alınmaktadır. Para ve diğer ekonomik aktivitelerin kavramsal gelişimi bilişsel, sosyal ve kültürel faktörlerin bir etkileşimini içermektedir. Çocuklar, deneyim, sosyal etkileşimler ile ebeveynler ve akranlar gibi bilgi kaynakları aracılığıyla ekonomik sistemleri anlamlandırmaya başlarlar ve bu bilgileri sosyal hayatlarında uygularlar. Bu nedenle, çocukların ekonomik kaynaklara verdikleri anlam ileriki yaşlarda ekonomik sistemleri yorumlamalarında da etkilidir. Bu duruma paralel olarak destekleyici tutumlar ve yaşa uygun öğrenme yöntemleri ile çocukların finansal okuryazarlık becerileri gelişir. Dezavantajlı sosyoekonomik koşullarda yaşayan çocukların ise maruz kaldıkları şartların bir sonucu olarak bu becerileri (bütçe oluşturma, tasarruf yapma gibi) geliştirme zorunluluğu ortaya çıkabilmektedir. Son olarak, sosyal ve ekonomik eşitsizlikler ile kaynakların adaletsiz dağılımı gibi dinamiklerin çocuklar tarafından nasıl algılandığına odaklanılmıştır. Özellikle çocukluktan ergenliğe geçiş döneminde eşitsizliklere karşı duyarlılığın arttığı fakat statükoyu koruyan tutumların da yine bu dönemin özellikleri arasında olduğu gözlemlenmektedir.

Keywords

Ekonomik Sistemler, Eşitsizlikler, Gelişimsel Süreçler, Çocuklarda Finansal Okuryazarlık

Children’s Meaning-Making Process of Economic Concepts and Systems

Abstract

Although integrating developmental psychology and economics in terms of methodologies and outcomes is relatively uncommon, adopting an approach that places child participation at its core while addressing economic concepts and systems on an individual level could be a valuable complement. This article takes a developmental psychology perspective to explore how children grasp economic systems and concepts, the influences that shape their financial literacy, and their perspectives on inequalities. Cognitive, social, and cultural elements shape the conceptual development of money and other economic activities. As children begin to comprehend economic systems, personal encounters, social exchanges, and information shared by various sources such as parents and peers shape their conceptual development. Consequently, the significance children attach to economic resources substantially influences how they later interpret economic systems. Supportive attitudes and age-appropriate learning methods contribute to children's financial literacy development. Children from disadvantaged socioeconomic backgrounds might need to acquire these skills (e.g., budgeting and saving) due to their challenging conditions. Lastly, the perception of social and economic inequalities, as well as access disparities, was examined. Particularly during the transition from childhood to adolescence, children's heightened sensitivity to inequalities is coupled with attitudes that maintain the status quo and social norms.

Keywords

Economic Systems, Inequalities, Developmental Processes, Children’s Financial Literacy

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