|Author(s)||Elisabet Näsman and Christina von Gerber|
|Editor||Alistair Ross, Curricula for Citizenship in Europe|
This paper presents results from a project concerned with children's economic understanding and learning in their daily lives at home, at school and with their friends. To what extent is money a part of children's lives? Economic competence is not a school subject in Sweden, but children learn to manage economic transactions in any case. Spending, saving, earning, borrowing are activities they practice. Participation and co-determination in the economic decision-making of their families is sometimes crucial to them. Moral aspects such as justice are frequent in children's understanding of these issues. Some of the key issues in the project are children's: · Economic roles in various contexts · Opportunities to influence their economic situation · Understanding of money - buying, earning and money morals · Economic conditions · Economic relationships and economic interactions. Informants are children and adults in three social contexts: a city, an industrial town and a countryside area. From children of three age groups (3-6, 1012, 1316) the following data collection techniques are used: in pre-school, group interviews; at school, group interviews, essay writing, questionnaires, budgeting, book-keeping and drawing of pictures; in families, individual interviews with children and their parents, with budgeting and book-keeping by the children in addition. In this article children of 1012 and 13-16 years of age are focused on. Comparisons are made according to background, including age, gender, ethnicity, class and the occupation of the parents.