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Çocukların İktisadi Kavramları ve Sistemleri Anlamlandırma Süreçleri

Year 2023, Volume: 5 Issue: 2, 77 - 87, 31.12.2023
https://doi.org/10.47899/ijss.1345726

Abstract

Gelişim psikolojisi ve iktisat bilimi gerek yöntem gerek çıktılarının ilişkilendirilmesi aşamasında çok sık kesişmiyor olsa da iktisadi kavram ve sistemleri bireysel düzeyde ele alırken çocuk katılımını da merkeze koyan bir bakış açısı her iki alan için de tamamlayıcı olacaktır. Bu derleme makalesinde, çocukların ekonomik sistemleri ve iktisadi kavramları nasıl anladıkları, finansal okuryazarlığını oluşturan etmenleri ve gelir eşitsizliklerini nasıl ele aldıkları gelişim psikolojisi bakış açısıyla ele alınmaktadır. Para ve diğer ekonomik aktivitelerin kavramsal gelişimi bilişsel, sosyal ve kültürel faktörlerin bir etkileşimini içermektedir. Çocuklar, deneyim, sosyal etkileşimler ile ebeveynler ve akranlar gibi bilgi kaynakları aracılığıyla ekonomik sistemleri anlamlandırmaya başlarlar ve bu bilgileri sosyal hayatlarında uygularlar. Bu nedenle, çocukların ekonomik kaynaklara verdikleri anlam ileriki yaşlarda ekonomik sistemleri yorumlamalarında da etkilidir. Bu duruma paralel olarak destekleyici tutumlar ve yaşa uygun öğrenme yöntemleri ile çocukların finansal okuryazarlık becerileri gelişir. Dezavantajlı sosyoekonomik koşullarda yaşayan çocukların ise maruz kaldıkları şartların bir sonucu olarak bu becerileri (bütçe oluşturma, tasarruf yapma gibi) geliştirme zorunluluğu ortaya çıkabilmektedir. Son olarak, sosyal ve ekonomik eşitsizlikler ile kaynakların adaletsiz dağılımı gibi dinamiklerin çocuklar tarafından nasıl algılandığına odaklanılmıştır. Özellikle çocukluktan ergenliğe geçiş döneminde eşitsizliklere karşı duyarlılığın arttığı fakat statükoyu koruyan tutumların da yine bu dönemin özellikleri arasında olduğu gözlemlenmektedir.

References

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  • Ahl, R. E. ve Dunham, Y. (2019). "Wealth makes many friends": Children expect more giving From resource-rich than resource-poor individuals. Child Development, 90(2), 524–543. https://doi.org/10.1111/cdev.12922
  • Ahl, R. E., Duong, S., ve Dunham, Y. (2019). Children employ wealth cues when predicting others' sharing. Developmental Psychology, 55(2), 303–314. https://doi.org/10.1037/dev0000643
  • Apfelbaum, E. P., Norton, M. I., ve Sommers, S. R. (2012). Racial color blindness: Emergence, practice, and implications. Current Directions in Psychological Science, 21(3), 205-209.
  • Arsenio, W. F. (2015). Education, class, and the divergence of children's life opportunities. Human Development, 58(3), 208–214. https://doi.org/10.1159/000435827
  • Bigler, R. S., Brown, C. S., ve Markell, M. (2001). When groups are not created equal: Effects of group status on the formation of intergroup attitudes in children. Child Development, 72(4), 1151–1162. https://doi.org/10.1111/1467-8624.00339
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  • Blake, P. R. ve Rand, D. G. (2010). Currency value moderates equity preference among young children. Evolution and Human Behavior, 31(3), 210–218. http://dx.doi.org/10.1016/j.evolhumbehav.2009.06. 012.
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  • Horwitz, S. R., Shutts, K., ve Olson, K. R. (2014). Social class differences produce social group preferences. Developmental Science, 17(6), 991–1002. doi:10.1111/desc.12181
  • Huh, M. ve Friedman, O. (2019). Young children use supply and demand to infer desirability. Developmental Psychology, 55(12), 2483–2490. http://dx.doi.org/10.1037/ dev0000833.
  • Killen, M., ve Dahl, A. (2021). Moral reasoning enables developmental and societal change. Perspectives on Psychological Science, 16(6), 1209–1225. https://doi.org/10.1177/1745691620964076
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  • Leahy, R. L. (1983). Development of the conception of economic inequality: II. Explanations, justifications, and concepts of social mobility and change. Developmental Psychology, 19(1), 111–125. https://doi.org/10.1037/0012-1649.19.1.111
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Children’s Meaning-Making Process of Economic Concepts and Systems

Year 2023, Volume: 5 Issue: 2, 77 - 87, 31.12.2023
https://doi.org/10.47899/ijss.1345726

Abstract

Although integrating developmental psychology and economics in terms of methodologies and outcomes is relatively uncommon, adopting an approach that places child participation at its core while addressing economic concepts and systems on an individual level could be a valuable complement. This article takes a developmental psychology perspective to explore how children grasp economic systems and concepts, the influences that shape their financial literacy, and their perspectives on inequalities. Cognitive, social, and cultural elements shape the conceptual development of money and other economic activities. As children begin to comprehend economic systems, personal encounters, social exchanges, and information shared by various sources such as parents and peers shape their conceptual development. Consequently, the significance children attach to economic resources substantially influences how they later interpret economic systems. Supportive attitudes and age-appropriate learning methods contribute to children's financial literacy development. Children from disadvantaged socioeconomic backgrounds might need to acquire these skills (e.g., budgeting and saving) due to their challenging conditions. Lastly, the perception of social and economic inequalities, as well as access disparities, was examined. Particularly during the transition from childhood to adolescence, children's heightened sensitivity to inequalities is coupled with attitudes that maintain the status quo and social norms.

References

  • Acar, M. ve Sivis, O. (2023). "But the poor needed it more" ": Children's judgments on procedural justice to allocate resources between two candidates equal in merit, different in need. Journal of Experimental Child Psychology. https://doi.org/10.1016/j.jecp.2023.105679
  • Ahl, R. E. ve Dunham, Y. (2019). "Wealth makes many friends": Children expect more giving From resource-rich than resource-poor individuals. Child Development, 90(2), 524–543. https://doi.org/10.1111/cdev.12922
  • Ahl, R. E., Duong, S., ve Dunham, Y. (2019). Children employ wealth cues when predicting others' sharing. Developmental Psychology, 55(2), 303–314. https://doi.org/10.1037/dev0000643
  • Apfelbaum, E. P., Norton, M. I., ve Sommers, S. R. (2012). Racial color blindness: Emergence, practice, and implications. Current Directions in Psychological Science, 21(3), 205-209.
  • Arsenio, W. F. (2015). Education, class, and the divergence of children's life opportunities. Human Development, 58(3), 208–214. https://doi.org/10.1159/000435827
  • Bigler, R. S., Brown, C. S., ve Markell, M. (2001). When groups are not created equal: Effects of group status on the formation of intergroup attitudes in children. Child Development, 72(4), 1151–1162. https://doi.org/10.1111/1467-8624.00339
  • Berti, A. E. ve Bombi, A. S. (1981). The development of the concept of money and its value : A longitudinal study. Child Development, 52(4), 1179–1182. https://doi.org/10.2307/1129504
  • Blake, P. R. ve Rand, D. G. (2010). Currency value moderates equity preference among young children. Evolution and Human Behavior, 31(3), 210–218. http://dx.doi.org/10.1016/j.evolhumbehav.2009.06. 012.
  • Bronfenbrenner, U. (2005). Making human beings human: Bioecological perspectives on human development. Thousand Oaks: Sage Publications.
  • Burkholder, A. R., Elenbaas, L., ve Killen, M. (2020). Children's and adolescents' evaluations of intergroup exclusion in interracial and interwealth peer contexts. Child Development, 91(2), 512–527. https://doi.org/10.1111/cdev.13249
  • Cooley, S., Elenbaas, L., ve Killen, M. (2016). Social exclusion based on group membership is a form of prejudice. S. S. Horn, M. D. Ruck, ve L. S. Liben (Der.), Advances in child development and behavior: Vol. 51. Equity and justice in developmental science: Implications for young people, families, and communities içinde (ss. 103–129). Elsevier Academic Press.
  • Delgado, M. Y., Killoren, S. E., ve Updegraff, K. A. (2013). Economic hardship and Mexican-origin adolescents' adjustment: Examining adolescents' perceptions of hardship and parent-adolescent relationship quality. Journal of Family Psychology, 27(5), 827– 837. https://doi.org/10.1037/a0033737
  • Diaz, B., May, S., ve Seider, S. (2023). Black and Latinx adolescents' developing understandings about poverty, inequality, and opportunity. Applied Developmental Science, 27(2), 115–135. https://doi.org/10.1080/10888691.2022.2040361
  • Diez-Martinez, E., Sánchez, M., ve Miramontes, S. (2000). Mexican children's and adolescents' understanding of unemployment. Citizenship, Social and Economics Education, 4(3), 159–169. https://doi.org/10.2304/csee.2000.4.3.159
  • Echelbarger, M., Good, K., ve Shaw, A. (2020). Will she give you two cookies for one chocolate? Children's intuitions about trades. Judgment and Decision Making, 15(6), 959–971. https://doi.org/10.1017/s1930297500008160
  • Ekonomik Kalkınma ve İşbirliği Örgütü. (2021) Inequalities in household wealth and financial insecurity of households. https://www.oecd.org/wise/Inequalities-inHousehold-Wealth-and-Financial-Insecurity-ofHouseholds-Policy-Brief-July-2021.pdf
  • Elenbaas, L., Rizzo, M. T., ve Killen, M. (2020). A developmental-science perspective on social inequality. Current Directions in Psychological Science, 29(6), 610–616. https://doi.org/10.1177/0963721420964147
  • Enesco, I. ve Navarro, A. (2003). The development of the conception of socioeconomic mobility in children from Mexico and Spain. Journal of Genetic Psychology, 164(3), 293–317. https://doi.org/10.1080/00221320309597985
  • Eubanks, V. (2018). Automating bias. (Special section on the science of inequality). Scientific American, 319, 69– 71. ISSN:0036-8733
  • Fernandes, D., Lynch Jr, J. G., ve Netemeyer, R. G. (2014). Financial literacy, financial education, and downstream financial behaviors. Management Science, 60(8), 1861–1883.
  • Flanagan, C. A., Kim, T., Pykett, A., Finlay, A., Gallay, E. E., ve Pancer, M. (2014). Adolescents' theories about economic inequality: Why are some people poor while others are rich? Developmental Psychology, 50(11), 2512–2525. https://doi.org/10.1037/ a0037934
  • Flanagan, C. A. ve Kornbluh, M. (2019). How unequal is the United States? Adolescents’ images of social stratification. Child Development, 90(3),957–969. https://doi.org/10.1111/cdev.12954
  • Gönül, B. ve Sahin-Acar, B. (2018). Çocukların toplumsal cinsiyet bağlamında sosyal dâhil etme yargıları. Türk Psikoloji Dergisi, 33(82), 67–84. https://doi.org/doi:10.31828/tpd.13004433.2018.82 .02.05
  • Gönül, B., Sahin-Acar, B., ve Killen, M. (2023). Adolescents view social exclusion based on social class as more wrong than do children. Developmental Psychology, 59(9),1703–1715. https://doi.org/10.1037/dev0001564
  • Gönül, B. ve Wängqvist, M. (2022). 'I felt like being upgraded': Emerging adults' experiences of socioeconomic resources in relation to their vocational identity development in Turkey. Emerging Adulthood, 10(1), 173–187. https://doi.org/10.1177/21676968211054600
  • Gümüş, N. (2020). Z kuşağı tüketicilerin satın alma karar tarzlarının incelenmesi. Yaşar Üniversitesi E-Dergisi, 15(58), 381–396. https://doi.org/10.19168/jyasar.572987
  • Hakovirta, M. ve Kallio, J. (2016). Children's perceptions of poverty. Child Indicators Research, 9(2), 317–334. https://doi.org/10.1007/ s12187-015-9315-5
  • Horwitz, S. R., Shutts, K., ve Olson, K. R. (2014). Social class differences produce social group preferences. Developmental Science, 17(6), 991–1002. doi:10.1111/desc.12181
  • Huh, M. ve Friedman, O. (2019). Young children use supply and demand to infer desirability. Developmental Psychology, 55(12), 2483–2490. http://dx.doi.org/10.1037/ dev0000833.
  • Killen, M., ve Dahl, A. (2021). Moral reasoning enables developmental and societal change. Perspectives on Psychological Science, 16(6), 1209–1225. https://doi.org/10.1177/1745691620964076
  • Killen, M. ve Smetana, J. G. (2015). Origins and development of morality. M. E. Lamb (Der.), Handbook of child psychology and developmental science içinde (vol. 3, 7. baskı, ss. 701–749). NY: Wiley-Blackwell.
  • Leahy, R. L. (1981). The development of the conception of economic inequality. I. Descriptions and comparisons of rich and poor people. Child Development, 52(2), 523–532. https://doi.org/10.2307/1129170
  • Leahy, R. L. (1983). Development of the conception of economic inequality: II. Explanations, justifications, and concepts of social mobility and change. Developmental Psychology, 19(1), 111–125. https://doi.org/10.1037/0012-1649.19.1.111
  • Li, V., Spitzer, B., ve Olson, K. R. (2014). Preschoolers reduce inequality while favoring individuals with more. Child Development, 85(3), 1123–1133. https://doi.org/10.1111/cdev.12198
  • Lusardi, A. ve Mitchell, O. S. (2014). The economic importance of financial literacy: Theory and evidence. American Economic Journal: Journal of Economic Literature, 52(1), 5–44. https://doi.org/10.1257/jel.52.1.5
  • Lusardi, A., Mitchell, O. S., ve Curto, V. (2010). Financial literacy among the young. Journal of Consumer Affairs, 44(2), 358–380. https://doi.org/10.1111/j.1745-6606.2010.01173.x
  • Malti, T., Ongley, S. F., Dys, S. P., ve Colasante, T. (2012). Adolescents' emotions and reasoning in contexts of moral conflict and social exclusion. New Directions for Youth Development, 136, 27–40. https://doi.org/10.1002/yd.20036
  • Mistry, R. S., Brown, C. S., White, E. S., Chow, K. A., ve Gillen-O'Neel, C. (2015). Elementary school children's reasoning about social class: A mixed methods study. Child Development, 86(5), 1653– 1671. https://doi.org/10.1111/cdev.12407
  • Mistry, R. S. ve Elenbaas, L. (2021). It's all in the family: Parents' economic worries and youth's perceptions of financial stress and educational outcomes. Journal of Youth and Adolescence, 50(4), 724–738. https://doi.org/10.1007/s10964-021-01393-4
  • Mistry, R. S., Elenbaas, L., Griffin, K. M., Nenadal, L., ve Yassine, A. (2021). Advancing developmental intergroup perspectives on social class. Child Development Perspectives, 15(4), 213–219. https://doi.org/10.1111/cdep.12431
  • Møller, S. J. ve Tenenbaum, H. R. (2011). Danish majority children's reasoning about exclusion based on gender and ethnicity. Child Development, 82(2), 520–532. doi:10.1111/j.1467-8624.2010.01568.x
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There are 57 citations in total.

Details

Primary Language Turkish
Subjects Behavioural Economy
Journal Section Review Articles
Authors

Buse Gönül 0000-0002-7538-8420

Early Pub Date October 3, 2023
Publication Date December 31, 2023
Published in Issue Year 2023 Volume: 5 Issue: 2

Cite

APA Gönül, B. (2023). Çocukların İktisadi Kavramları ve Sistemleri Anlamlandırma Süreçleri. İzmir Sosyal Bilimler Dergisi, 5(2), 77-87. https://doi.org/10.47899/ijss.1345726
İzmir Journal of Social Sciences © 2019
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