Abstract The main purpose of this study was to explore how teachers in Saudi Arabia develop or cultivate economic values in kindergarten children. Employing a qualitative research design, data were gathered through semi-structured interviews with 12 experienced teachers and analyzed using content analysis. The findings revealed five key themes related to the economic practices employed by teachers in the kindergarten settings: (1) a variety of practices used to cultivate economic values, (2) the economic values deemed appropriate for teaching to kindergarten-aged children, (3) the family as the primary influence in fostering economic values, followed by teachers, peers, and society, (4) the importance of teaching economic values to young children, with a particular emphasis on nurturing the value of giving, and (5) a consensus on the development of an instructional unit to teach economic values. The study concludes with implications and recommendations for enhancing economic education units for young learners.
Abualsoud et al. (Sat,) studied this question.