Focusing an agenda for research into primary school children's economic and industrial understanding

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Abstract
This paper suggests some areas of investigation in curriculum development and research into children's economic thinking that might be developed, based on an analysis of how UK primary schools appear to be incorporating economic and industrial understanding into their curriculum planning. The description of EIU, as proposed in Curriculum Guidance 4 (NCC. 1990), appears to be considerably less well addressed in the area of economic concepts, while workplaces, work and production are covered in more detail. The idea that adults, and in particular teachers, act as gatekeepers to children's development of economic ideas, limiting classroom discourse from moving into the economic area is suggested as a research focus.

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