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Objectives The purposes of this study was to explore the content elements of financial education in elementary school social studies. Methods we analyzed overseas cases such as the United Kingdom, the United States, Australia, Singapore, and OECD/INFE, which have advanced financial education, and conducted focus group interviews with current elementary school teachers to explore the content elements of elementary financial education. Based on the analysis of overseas cases and the results of the teacher interviews, we derived the content elements of elementary financial education and presented a financial education curriculum that shows how these content elements can be taught in the field. Results Through a synthesis of international financial education practices and interviews with elementary school teachers, we identified four content areas that should be covered in primary social studies financial education: money and income, consumption and spending, saving and investing, and credit and financial security. In order to provide examples of how these content elements are specifically addressed in elementary school, a financial education lesson plan was developed for the area of saving and investing. Conclusions Based on the results of this study, it was suggested that in the field of elementary financial education, efforts should be made to strengthen and expand the content of financial education in the school curriculum, and that rich teaching and learning materials for financial education should be developed and academic research should be conducted. It was also suggested that the content of financial education should be flexible to meet the rapidly changing financial environment, and that financial literacy surveys should be conducted periodically for elementary school students to identify their financial capabilities.
Kim et al. (Thu,) studied this question.