Approaches to understanding social representations about saving and the use of money in children aged 6 to 7
Vol. 2 No. 4 (2016), Educación financiera
Vol. 2 No. 4 (2016)

Approaches to understanding social representations about saving and the use of money in children aged 6 to 7

Educación financiera
https://doi.org/10.23850/24629758.1383
Published 2018-02-20
Luis Guillermo Rojas Gómez
Servicio Nacional de Aprendizaje (SENA) Centro de Servicios Financieros Regional Distrito Capital
John Edisson Urrego Romero
Servicio Nacional de Aprendizaje (SENA) Centro de Servicios Financieros Regional Distrito Capital
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Keywords

Child saving
Use of money
Social representations
Complex Adaptive Systems (SCA) Ahorro infantil
Uso del dinero
Representaciones sociales
Sistemas Complejos Adaptables (SCA) Poupança infantil
Utilização do dinheiro
Representaçoes sociais
Sistemas Complexos Adaptaveis (SCA)

How to Cite

Rojas Gómez, L. G., & Urrego Romero, J. E. (2018). Approaches to understanding social representations about saving and the use of money in children aged 6 to 7. Revista Finnova: Investigacion E Innovacion Financiera Y Organizacional, 2(4). https://doi.org/10.23850/24629758.1383
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Abstract

Understanding social representations about the economic world of children in public education in the city of Bogotá, is influenced by the family context, the media and the banking options offered by financial institutions, which shape the economic future of their communities. This paper seeks to explore this phenomenon in chil­dren4 aged 6 to 7 years at the Carlos Pizarro District School.

The research was developed based on the principles of the approach of Complex Adaptive Systems (CAS), using instruments such as semi-structured interviews, community mapping, and cooperative game of grouping and dispersion. The results showed that the social representations of children in relation to money are related to the practices and teachings of the adult world and their own constructions of mental models according to their experiences, logics and perceptions of everyday life. Likewise, it is evident that children of these ages base their representations on an economic world that revolves around the flow and exchange of objects and money, which is specific to the preoperational and concrete operational stages of child development.
https://doi.org/10.23850/24629758.1383
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