Playing store can be a great play experience for your kiddos, but why not really make it meaningful?
As an example, one small crew made bead bracelets and duct tape bookmarks, as part of an open-ended craft activity. (Great fine motor work, BTW!) Some were very elaborate, therefore more "expensive." The artists and artisans were the "producers." When they had a bunch of “products” finished, they laid them out and examined them, counted up the sale items, and came up with a pricing system. They kept it simple with $1, $2, and $3 items, but this could be adjusted if you wanted to make change or work with harder numbers.
On the sales side, adjustments were made to prices if items weren’t moving well and small groups of students spontaneously got together to make those judgements. It was awesome to watch them start to take ownership of the store :)
Throughout the process, lessons were learned, the children could tell about the process that we “studied” :)
With a little help, your children can participate in PBL (project based learning) by creating their own products, "pricing" them, and "selling" them. It sounds complicated, but it truly is not :)
As an example, one small crew made bead bracelets and duct tape bookmarks, as part of an open-ended craft activity. (Great fine motor work, BTW!) Some were very elaborate, therefore more "expensive." The artists and artisans were the "producers." When they had a bunch of “products” finished, they laid them out and examined them, counted up the sale items, and came up with a pricing system. They kept it simple with $1, $2, and $3 items, but this could be adjusted if you wanted to make change or work with harder numbers.
All items were then priced and the kiddos turned our dramatic play area into a store display area. They arranged their goods, and some friends made signs to show "consumers" where to shop. They all discussed how much each item should cost, and tagged items with sticky notes.
For the consumer side, children then took turns being shopkeepers and customers. This required a little adult intervention, to model being the paymaster, and to sort out roles. Shopkeepers could earn "Kid Cash" while working and then save it up to go shopping with later on. A few customers were given some cash on loan, to get the process started. Customers with no cash yet had to window shop, plan, and wait until they made some money to spend. All roles revolved, so all students got a chance to be producers, shopkeepers, and customers.
When it was time to be a customer (or consumer), each child had to budget their teacher-issued “Kid Cash” in order to purchase what they wanted. Decisions had to be made about items that were too pricey, or not within the budget, and the dollars had to be stretched to stay within budgets.
When it was time to be a customer (or consumer), each child had to budget their teacher-issued “Kid Cash” in order to purchase what they wanted. Decisions had to be made about items that were too pricey, or not within the budget, and the dollars had to be stretched to stay within budgets.
On the sales side, adjustments were made to prices if items weren’t moving well and small groups of students spontaneously got together to make those judgements. It was awesome to watch them start to take ownership of the store :)
Throughout the process, lessons were learned, the children could tell about the process that we “studied” :)
AND we had so much fun!
* This lesson was done pre-COVID-19. Adaptations could include quarantining supplies for a few days in between segments and setting up a store play center using precautions seen in actual stores (such as clear partitions and hand sanitizer stations), “normalizing” these scenes for students. This would allow for some play interchange, while maintaining distance and safety precautions.
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