Abstract:

The research highlights the importance and relevance of introducing economic studies to primary schools. The aim of this research was to investigate the appropriate age, environment, type and composition of presentation for introducing combined economic knowledge. The 190 students participating in the research were students from three primary schools in Hungary from ten classes. Given the fact that in the case of all of the significant results a sufficient effect size could be measured, and furthermore the relevant test value was very high, it is unambiguously proven that the size of the sample (n=190) that was used for the examination was sufficient. The results suggest that teaching economic and financial knowledge through accounting and making lectures interactive with using special tools of positive education is critical to stimulating children’s interest. The aim of the lectures is to develop children’s independent problem-solving skills so they can adapt the information to their own lives and financial situations. The lectures can be adapted according to any national or international accounting standards (IFRS, etc.) and can be taught in an online classroom as well. The paper fills a gap in the research through its description of a successful attempt to increase complex economic literacy among.

Keywords:

Positive Education, Primary School, Economics, Accounting, Finance, Mathematics, Well-being, Sustainability.