ABSTRACT
One aim of this paper is to argue that such is not in fact the case, but that, on the contrary, from a very early age children are actively engaged in re-constructing an understanding of such economic aspects of society as the buying and selling which they see going on around them in shops, the sources and functions of money, the nature of work and the productive process, such institutions as the bank, and the conditions of wealth and poverty. Perhaps the best way to begin this discussion is to give you an in vivo example of young children’s engagement with these themes.
