The inclusion of economics and ecology in early stage education is appreciated. I strongly encourage to raise the PC-I to competent authority for implementation.

Economics is currently being taught as early as elementary school in as part of the curriculum in many schools in the United States. Obviously, high quality, grade-appropriate material is critical and can provide some perspective on the scope and sequence of instruction. Virtually everyone forms ideas about economics; however, good guidance beginning at an early age can avoid the difficulties so many face trying to cobble together things that are consistent and generally applicable. Moreover, expanding from a solid foundation (of economic thinking) can blossom into a wide array of vistas that otherwise might not have been possible.

The interested reader might glance at the Council for Economic Education and/or EconEdLink.org for curriculum examples by grade level and topic area.

The inclusion of economics and ecology in early stage education is appreciated. I strongly encourage to raise the PC-I to competent authority for implementation.

I think it is normal part of all stages of school curriculum, beginning in the primary school with general science course.

Definitely, in order to be integrated, well-adjusted individuals in today's society, children need to learn these as early as possible.

It will depend on the students. For some students, the focus will need to be on literacy and numeracy.

Yes, definitely.

children awareness about the basics is important

Yes, it is useful to introduce the basics of economics and ecology, if it is not yet a part of the applied curriculum today.

Yes so that children may find the truth about the relationship between economics and ecology. This is for them to weigh profit and nature and what makes it to live in human flourishing.

Thank you for participating in the discussion. Your remarks, conclusions, conclusions, scientific considerations are very interesting and enrich the discussions in this topic. I invite you to continue the discussion People interested in this subject.

Dear Dariouz,

As I see it , it is very useful to introduce the basics of economics and ecology at the early stage of primary education. Ecological problems are becoming a crucial issue in our planet. Because of this, even preprimary and primary school students should be taught to respect nature and be sensible to environmantal values such as not to pollute water, air and land. Our daily life is only possible if we have, for example, potable water to drink, and safe food to eat. As such, even preprimary amd primariry school children should learn some of the basics of economy, namely that there are many children all over the world that die every day because they have not enough potable water to drink, nor do they have enough safe food to eat. As I see it, pre-primary and primary school children should learn the traditional three "Rs": reading, writing and reasoning but also the more recent three "Cs": care, concern and connection. In other words, preprimary and primary schools should aim at developing both cognitive and emotional intelligence. Note that if our emotions are generally structured in cognitive terms, emotions are the energizer of all of our behaviors. Because our emotions tend to be cognitively structured, the same apparent emotion may represent two distinct emotions. Consider the cases of a child that wants to go well at school because s/he afraid of receiving poor exam marks, or because s/he is afraid of not fulfilling his/her duties qua student. We have two emotions of fear, not only one emotion of fear. Because our emotions are the energizer of all of our behaviors, there can be children that perform poorly at school because of emotional and affective reasons.

Best regards,

Orlando

In my country Bosnia and Herzegovina is

included in the education system of children at the early stage of primary education?

I believe that these subject areas could be more deliberately integrated into existing mathematics, science and social studies (geography) curriculum. In our jurisdiction at least, science and social studies are taught from the time children are in the first grade (age 6), and these include earth sciences and ecology. Basic financial literacy is not taught, though, and could/should be from an age when kids might reasonably be expected to start handling money and paying for things.

A dose of reality, however: lot of primary teachers are operating at the level of trying to 'manage' a lot of kids with basic behavioural and socioeconomic problems, and frankly, many primary teachers don't have a lot of science and financial knowledge. In my experience, a lot of primary teachers aren't even particularly skilled at teaching math, one of the traditional so-called 3 R's. On the student side, kids in our public system learn all about ecosystems, the water cycle, astronomy, etc. from age 6 up, only to forget much of it by high school and have to relearn it again -- and in the meantime, many of them do not manage to master multiplication skills or learn to write clearly. (In education circles, much is made of teaching so-called "21st century skills" such as critical thinking and problem solving, and these are good things; however, I don't see how kids can think critically if they can't map or construct a logical written argument or make sense of quantitative/empirical evidence.) The instinct to push all subject matter believed important down to the primary level -- including science and social studies -- has resulted in small children being on the receiving end of a firehose of content and in the sacrifice of some basic literacy and numeracy skills that used to receive more emphasis in the early years of school.

I think we live in an age of anxiety about the future, in which we download our fears onto the next generation and are tempted to introduce more and more subject areas believed to be important from the earliest grades on up. Is "more" better, or is a different emphasis called for? Unless one extends the school day -- and there are some good arguments for doing that -- if one adds content, other content generally has to be demoted. I think there's room for that, but some of the literacy/numeracy sacrifices that have already been made are questionable ones. I think a strong argument could be made, for instance, that at the middle or high school level, taking a financial literacy course, or even statistics for that matter, would be a whole lot more useful to many students than the calculus or advanced algebra that are still held up as pinnacles of high school knowledge and as keys to the post-secondary kingdom.

All contributions made by previous speakers are worthy of my thought, with the consequence that a mere confirmation is not enough to say that we already have all this in the curriculum of our schools - by this I mean the primary schools in Europe. The problems of the contamination of drinking water and of rivers and lakes are so serious in some countries that we have to talk about them separately so that children can really understand the dangers today, even if they may live far away geographically. These are really important aspects.

Hein Retter

Hello Everyone - You will see from the attached article that there is a strong case for teaching about ecology and sustainability right the way through the primary years of education. This paper suggests that it can be undertaken with young children in engaging ways paired with 'Politics' (or Citizenship education).

However, I do think that we need to listen to the cautionary words of Deanna around age appropriateness of material. Economics is complicated - in the Australian Curriculum it only comes in at the top two years of primary education (starting age 9-10) and I think that this is about right. Children can be introduced to economic ideas and the idea of ethical consumerism, for example, but economic ideas need to relate to their daily lives. There are nice practical activities that can be undertaken involving carbon footprint calculators; food miles; or where did the clothes that I am wearing or the food that I ate this morning come from? Children can be introduced in simple ways to the idea of needs and wants and the 'costs' of things - including environmental costs.

What would be 'worthwhile' to teach at primary school might be different from what can practically be taught due to time constraints. There are lots of good ideas about what schools 'should' teach, but adding a learning area in necessarily means reducing the amount of time to teach the pre-existing learning areas. Hence, it's hard to answer this question without also asking 'What are all the subjects we want students to learn from primary school and do we have time for all of them?' If not then asking 'What priorities should we have given our limited time?'

Oczywiście, że tak. Najważniejsze to budowanie świadomości społecznej, już od najmłodszych lat.

pozdrawiam

I think it is an excellent option to be able to try to eliminate content that is not relevant to children, and to establish learning tools for children, to create awareness of how they can help maintain and improve the environment, but I believe This work must be punctual, since each country, specifically each locality has a problem of own environmental sanitation.

I follow answers

regards

Of course they must go planteandose the problems of economy and ecology in children, however I think it must be in primary, in favor of creating citizen consciousness, which is what is mainly missing today, so, we create rationing of things, and Avoid creating beings that are carried away by economic fashions

Thank you very much for your answers, for comments and interesting scientific information.

These types of mutual discussions lead to interesting, jointly formulated conclusions.

Because the subject is not exhausted and is very important so I invite you to continue the discussion with people interested in the above issues.

The topic is important so I invite you to continue the discussion.

Should the basics of economics and ecology be included in the education system of children at the early stage of primary education?

Please reply. I invite you to the discussion.

In view of the above, due to the progressive global warming, social campaign programs should be developed in order to raise public awareness of the necessity to implement environmentally-friendly sustainable development. Also in the education system should be included.

I invite you to the discussion.

I find the discussion fruitful, because it is indeed ignited at important individual points. In Germany and other EU countries we do not have closed population areas with a relatively uniform economic and social structure. The social, economic and cultural differences are very great by migration, so that the concern in the initial classes of primary school should be to give children an awareness of ecological values and to carry out projects in which ecological action is important. But such a foundation of ecological experience can only be sustainable if it continues in the families. To this end, parents' evenings and working groups must be formed in which teachers and parents work together. That is very big ideas that cost a lot of time and energy. If at least one school intends to do this, much would already be gained.

Translated with www.DeepL.com/Translator

It will depend on the students

In Nepal, basic of ecology is already included but economic should not be included as it might create load.

It could be

One of the main determinants of the implementation of sustainable pro-ecological development in accordance with the concept of green economy is educating the public in this area.

In my opinion, such factors as educating the public in this area, effective waste segregation, recycling, reduction of plastic packaging, development of renewable energy sources, electromobility in motorization, afforestation, architectural ecological innovations, etc. are one of the most important factors to enable real implementation of sustainable pro-ecological development based on a new, green economy.

Please, answer, comments. I invite you to the discussion

The above question inspired me to the following considerations:

Are the biggest global problems of the future underestimated and ignored?

In my opinion, both unfavorable processes, ie the global warming and the depletion of the ozone layer in the atmosphere will increase in the future. However, there is still some time to implement the necessary pro-ecological reforms to slow down these processes. It is estimated that there has been a decade of time to carry out the necessary pro-ecological investments, thanks to which it would be possible to implement sustainable pro-ecological development in the global economy. Hedgehogs do not take these actions in the next decade, then these unfavorable climate processes will accelerate in the future and become permanently irreversible. Then, at the end of the twenty-first century, there will be a global climate cataclysm that will threaten the life of all humanity and a large part of other life forms that inhabit the planet Earth. The problem is therefore serious and underestimated by politicians, entrepreneurs, industrialists and many other social groups. The problem of global warming and decreasing ozone layer in the atmosphere is too little publicized and the educated society is not educated enough.

In view of the above, the current question is: Are the biggest global problems of the future underestimated and ignored?

Please, answer, comments. I invite you to the discussion.

Dear Colleagues and Friends from RG,

If anyone of you is interested in this subject or conducts research in the field of the above issues, I invite you to the discussion.

Please, answer the following question:

Should the basics of economics and ecology be included in the education system of children at the early stage of primary education?

Yes, its a good option to make kids aware of advancements at that level.

yes because basics of economics and ecology very important steps in instructional design

Environmental education Environmental education is a lifelong learning process designed to create responsible individuals to explore, identify and participate in environmental issues and problems and to take effective action to improve the environment and to prevent new environmental problems.

Afraa Ibrahim

Yes, gladly I agree with your definition and opinion. As part of the question we have to consider that we are responsible for the world of the coming generations, and we must not reach a destroyed nature and a world completely exploited by resources. We have the duty not to leave behind us a destroyed earth we have to provide for a better world - also for those who will come after us.

This is a basic question and the respondends' point are worth-reading.

I don't know what happens generally in every countrys' elementary education. In Greece and other countries I know for sure that some basic points of ecology and economy are included.

First of all there is subject of environmental study as early as the first grade of elementary school, which negotiates topics such as ecology.

Threre is no autonomous economy subject but points of economy are negotiated in other subjects (maths, environmental study, politics, history) etc.