Cómo conceptualizan el dinero los niños: Representaciones económicas en las distintas etapas del desarrollo y contextos territoriales
Palabras clave:
Teorías económicas ingenuas, Educación primaria, Educación económica y financiera, Formas y funciones del dinero, Socialización económicaResumen
El desarrollo de las competencias económicas y financieras representa un desafío educativo central en las sociedades contemporáneas y requiere un enfoque acorde con el desarrollo cognitivo infantil. Este estudio examina las teorías económicas ingenuas de los niños de educación primaria sobre las formas y funciones del dinero, teniendo en cuenta las diferencias relacionadas con la edad y los contextos de la vida cotidiana. En la investigación participaron 285 niños de 6, 8 y 10 años que asistían a escuelas primarias de la provincia de Trento, situadas tanto en contextos rurales como urbanos. Los datos se recopilaron mediante grupos de discusión semiestructurados y se analizaron mediante análisis cualitativo de contenido. Los resultados confirman el carácter situado y culturalmente modelado del pensamiento económico y ponen de relieve la importancia de considerar las teorías ingenuas de los niños como punto de partida para diseñar programas de educación económica y financiera en la escuela primaria.
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