The goal of mother-style economic education, as described by author Seong, is not to 'give children a lot of money.'
More importantly, it is about developing the power to protect oneself in a difficult world, that is, ‘self-direction’ and ‘judgment.’
The ultimate goal is to help children become confident and independent, and for parents to prepare for a stable retirement, by teaching them to wisely solve the big and small problems they encounter in life.
What you need for this is neither expensive lectures from famous lecturers nor an incredible amount of economic knowledge.
Only the parents' constant interest and questions are enough.
Don't put it off, start now, don't overthink it, and start at home, step by step, with your children, into the world of fun economic education.

“My child spends money without any sense.” “He always asks for an allowance, but I don’t know if it’s right to keep giving it to him.” In fact, many mothers feel the need for financial education around the third grade, when children begin to spend money in earnest.
(...) But there is something regrettable.
Money education should start with learning how to earn and save money, but children have already learned the 'taste of spending' first.
So, the earlier you start economic education, the better.
If possible, it's better to start before you get used to spending money.
It would be better if you were at an age where you could be grateful for even a single coin.
But we can't be discouraged by the delay, can we? After all, today is the earliest day of the remaining days.

--- p.6, from “In an era where it is difficult to make friends without money”

The production team asked fifth graders to draw a picture of themselves 20 years from now.
From a child who said he would become unemployed because he had nothing he wanted to do, to a child who said he would work part-time at a convenience store and play soccer, the children were talking about the very realities of life.
He was depressed, saying that the reason adults work is just to make money, and that he just wants to live comfortably like he does now without making money.
(…) Realistic kids who want to be unemployed anyway and become ‘rich’ unemployed, and on the other hand, kids who talk about empty dreams and ignore reality.
Who can blame them?
Maybe it was our adults who showed us that kind of behavior.
Because children learn everything from their parents, including their words, actions, and way of thinking.

--- p.18, from “These days, children’s dream is to be ‘rich, unemployed’”

I believe that economic education is a good means of developing the ability to think independently.
Can you discover and solve the world's problems, can you make rational choices in countless moments of choice?
Practicing this is what economic education is all about.
(...) In particular, the insight, problem-solving skills, and self-directedness that I mentioned earlier can all be trained through economic education.
Economic education is an education that not only solves current economic problems but also prepares for the future.

--- p.36, from “7 Steps to Studying Money to Develop Self-Initiative”

The best way to appreciate the value of labor is to earn money yourself.
Even we adults realize that it is really hard to take other people's money only after we get a job and start earning money.
So I think children's allowance should also be defined as earned income.
The idea is to establish allowance as an income that is earned through work, rather than receiving it for free.
(…) the experience of converting labor and time into money.
Through this, children will learn that earning money requires effort, and in the process, they will naturally learn the value of labor.
And wouldn't you naturally cherish the money you earn this way?
--- p.57, from “Home Part-time Jobs” that Show the Value of Labor

“My child is in grade ○ of elementary school. How much allowance is appropriate?” This is one of the most frequently asked questions during parent education sessions.
However, the amount of allowance has nothing to do with grade or age.
Some kids go straight to their academy after school without stopping by home, so they have to buy dinner out.
On the other hand, some friends live close by and can eat at home.
(...) List out your child's daily routine for a week.
And in between, check where and how much money you need.
Transportation, snacks, hobbies…
And we talk about how much extra money we need to spend on hanging out with friends.
Then you will get the basic amount of allowance you need.

--- p.79, from “How much allowance is appropriate?”

Have you established rules for receiving allowances and a clear plan for how to use them? Now, let's finally draw up a contract.
(...) Don't think too hard, don't be concerned about the format, let's start very comfortably.
Here's what should be included in your allowance agreement:
/ The person giving the allowance (A) and the person receiving it (B) / The obligations and rights of A and B and how to manage the allowance / The cycle, date, and amount of allowance payment / How to use the fine / Contract period / Special provisions (How to use special allowance such as New Year's money) (...) In my house, if you receive a special allowance, you have to save 50% unconditionally, but the amount that can be taken for consumption purposes is limited to a maximum of 50,000 won.
If you received 140,000 won as New Year's money, you should have originally saved 50% of it, which is 70,000 won, but you decided in advance that you can freely spend up to 50,000 won and save the remaining 90,000 won.

--- p.97, from “An allowance contract written by parents and children together”

When I receive my allowance, I first divide it into four categories: spending, saving, investing, and donating.
It's the process of physically dividing money.
Of these, the amount corresponding to 'consumption' will be kept in the wallet, and the amounts for savings, investment, and donation will be divided into three piggy banks with their respective names written on them.
You can decide with your child how much to put in each piggy bank.
In addition to the three piggy banks, you may also want to create a separate piggy bank for a special purpose.
My second child made a separate 'emergency fund' piggy bank, saying he would use it at the apartment night market, when going to the movies with friends, or when buying game money.

--- p.115, from “The Beginning of Money Management is ‘Naming’”

Mom: "Second child, if you buy it at the unmanned store over there, it's half price. Why did you buy it at the convenience store? You can get two for the same price there."
// Second: Mom, listen carefully.
Of course I want to eat two too.
But I saved time by eating two.
// Mom: What are you talking about? // Second: The convenience store is a minute away from the Taekwondo academy, but the unmanned store is a 7-8 minute walk away.
I think it's better to buy it at the convenience store even if it costs twice as much than to waste 15 minutes round trip.
Because my time is precious.

--- p.162, from “Children’s Sparrow Mill, Learning at a Convenience Store”

“If you give me half the price of the cotton candy machine, I’ll give you half of the money I make from selling cotton candy later!” (...) The next day, the child researched cotton candy making materials and sales tools and added them to his business plan.
And then I started looking through books I had at home and started studying about 'how to issue stocks'.
They say that stocks are like receipts, so you just have to write down how much you invested.
That way, investors will feel reassured.
Then, even though they haven't even bought the machine yet, they make a box to receive money from.
Oh my, this guy is serious about the cotton candy business?
--- p.188, from “The story of the founding of ‘Dinosaur Cotton Candy’ Co., Ltd.”

“Mother, your son is truly amazing. It’s rare to find a child with such specific dreams at this age.
But I was surprised when he told me in detail that his dream was to become a 'subway design designer' and what efforts he was making to achieve it.
“I heard you’re saving up money to go to Busan on the subway soon?” (...) At home, you were a strange child who seemed to lack something, but at school, you were talking about your dreams so confidently.
Isn't this the true effect of economic education?

--- p.281, from “Saving up pocket money and going on a ‘dream trip’”