Between the ages of six and eight, children are in the early stages of literacy. Their cognitive development is in full transition from intuitive and concrete to symbolic and abstract construction. At that time, learners are barely aware of the future. In reality, they live in the present moment. It is very difficult for a six-year-old to wait: for him, five or ten minutes is an eternity. That's why he can't imagine either long periods or great distances. His space is also limited. His relationship with the world is limited to knowing his body, his toys, his room and his school, and starting to take care of them. 

The resources that surround him are the most direct and understandable: water, light, gas, food, clothes and toys. On the other hand, money and time are unfamiliar resources for him: he neither understands them nor knows how to manage them, even though they are present in his life. At this stage, education about the economy must work with those elements that are within the reach of the student, and do it in a simple and playful way, trying to challenge him to observe and recognize the world around him, on which he depends and which he must learn to take care of.