Financial education for children involves the transmission of—and contributes to modify—knowledge and behaviours in and in relation to the economic domain, in different ways at different ages. From a psychological perspective, to make financial education for young people effective it is necessary to consider two related matters: the nature of the decision-making process and the understanding of social norms evidenced by that process’s features. Decision-making abilities can in this light be conceived as internal pre-requisites for educational interventions, and social norms as external constraints defining the contexts in which decisions are taken. After a brief overview of the main models of financial education devised by economists and psychologists in recent years, we present a review of the development of decision-making ability during childhood, focusing on the impact of social norms for our understanding of it.
|Titolo della pubblicazione ospite||International Handbook of Financial Literacy|
|Editor||Carmela and Wuttke, Eveline and Breuer, Klaus and Koh, Keng Noi and Davies, Peter and Greimel-Fuhrmann, Bettina and Lopus, S. Jane Aprea|
|Numero di pagine||13|
|Stato di pubblicazione||Pubblicato - 2016|
- decision making
- financial education